A Mobile Application to Improve Learning Performance of Dyslexic Children with Writing Difficulties - Tariq, Rabbia; Latif, Seemab (Journal of Educational Technology & Society, 2016)
A neurological learning disability, termed as Dyslexia, is characterized by difficulties in various aspects of writing skills making the individuals unable to develop age-appropriate and ability-appropriate functional skills. In Pakistan, lack of dyslexia awareness and remedial education training restrains the remediation of dyslexic children at early stages. There also exist noticeable affordance and accessibility issues concerning the remedial help and assistive technology adoption. In this research, we have developed a mobile learning application for android-powered devices that targets developmental progression and usability requirements of dyslexic children with writing difficulties. Our center of interest was to improve introductory writing skills of dyslexic children along with consistent evaluation of their learning performance to highlight the weak areas of learning process. To achieve this objective, we have designed a Writers Learning Algorithm (WLA) based on computational model of learning. We assessed the effectiveness and usability of the developed application in collaboration with dyslexic students as well as remedial teachers at selected dyslexia institutions in Pakistan. The preliminary assessment results concluded that application has justified its role in terms of representation, evaluation and optimization of writing proficiency of young dyslexic writers.
KerkoCite.ItemAlsoKnownAs: 2339240:57XXB33D 2405685:P9XMQ9MX
Keywords: ⛔ No DOI found

Conceptual understanding of definite integral with GeoGebra - Tatar, Enver; Zengin, Yilmaz (Computers in the Schools, 2016)
This study aimed to determine the effect of a computer-assisted instruction method using GeoGebra on achievement of prospective secondary mathematics teachers in the definite integral topic and to determine their opinions about this method. The study group consisted of 35 prospective secondary mathematics teachers studying in the mathematics education program at a state university in Turkey. The study was carried out using an embedded design, and the Definite Integral Knowledge Test and an opinion form were used for data collection. Upon analyzing the data, the computer-assisted instruction method using GeoGebra was found to positively contribute to the success of teaching the definite integral topic. Prospective teachers stated that this method should be used in math courses as it creates a fun and interesting environment with dynamic learning elements, provides visualization and opportunities to learn mathematics through practice and exercises, enables thorough understanding and explication of skills, and makes way for conceptual learning instead of memorizing. Furthermore, this study was found to facilitate conceptual learning of the relationship between the lower sum, upper sum and Riemann sum.
Place: New York Publisher: Taylor & Francis Ltd. Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/1797266405?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.1080/07380569.2016.1177480 2405685:BPKXJCAS 2534378:B2LVIZIL 2534378:HHXXSZS8 2534378:LCRTTW4I
Keywords: Computer Assisted Instruction; Computer Software; Computer assisted instruction–CAI; Computer-assisted instruction (CAI); ERIC; Current Index to Journals in Education (CIJE); Education–Computer Applications; Educational Technology; Foreign Countries; GeoGebra; Mathematics; Mathematics Education; Mathematics teachers; Mixed Methods Research; Program Effectiveness; Questionnaires; Secondary Education; Secondary School Mathematics; Student Attitudes; Teacher Education Programs; Turkey; Wilcoxon Matched Pairs Signed Ranks Test; __:import:01; __:match:final; __:study_id:2098412; __finaldtb; achievement; definite integral

The learning generation: Investing in education for a changing world - The International Commission on Financing Global Education Opportunity (Education Commission, 2016)
KerkoCite.ItemAlsoKnownAs: 2339240:RMV9AGAL 2405685:34BX9Z5G

A Framework for Evaluating Appropriateness of Educational Technology use in Global Development Programs - The Massachusetts Institute of Technology; The Indian Institute of Management (2016)
KerkoCite.ItemAlsoKnownAs: 2339240:XWYLMJFY 2405685:2T64GBU3

Management of Vehichle Architecture Parameters - Toepfer, F; Naumann, T (2016)
KerkoCite.ItemAlsoKnownAs: 2339240:8SLGFT58 2405685:3PEZQSSD
Keywords: ⛔ No DOI found

An Investigation into Implementation of ICT in Primary Schools, in Kenya, in the Light of Free Laptops at Primary One A Case Study of Teachers Implementing ICT into Their Teaching Practice - Tonui, Betty; Kerich, E; Koross, R (Journal of Education and Practice, 2016)
Information and communication technologies (ICTs) have been touted as being potentially powerful tools that can be used to facilitate the implied educational change and reform. Implementation of ICT in higher education learning environments is a complex task. Teachers and students, but also management, administration and ICT support are affected by and affect the implementation. To facilitate the change processes better the first step is to actually understand what problems and challenges implementation of ICT leads to and how it affects practice. Although classical instructional methods will continue to be used in the teaching-learning process, it is also true that Information Communication Technologies (ICTs) can be harnessed to become powerful pedagogical tools. Proceeding from the premise that there are many ways to use new technologies for teaching and learning, the paper presents literature on the possibilities and challenges of integrating ICT into teaching-learning, the rationale for adopting and using ICTs for learning-teaching, as well as the key factors that influence the adoption and use of ICTs in teaching and learning both from a general perspective and in a technical education context. The paper then outlines and discusses findings of a study designed to investigate the possibilities and challenges of using Information Communication Technology (ICT) in teaching-learning procedures in primary school institutions in Kenya using data obtained from a Tinderet District school in the Rift valley region of Kenya. It examines views in pertinent literature as well as teachers’ perceptions of the benefits of integrating ICT into teaching-learning, the success factors and obstacles encountered in their endeavours to do this. Conclusions are drawn and suggestions made to address the challenges and improve on the use of ICT for teaching-learning in teaching institutions.
KerkoCite.ItemAlsoKnownAs: 2339240:RL8BR95I 2405685:SWCURERR
Keywords: ⛔ No DOI found

Affordable online maths tuition: Evaluation report and executive summary. - Torgerson, Carole; Ainsworth, Hannah; Buckley, Hannah; Hampden-Thompson, Gillen; Hewitt, Catherine; Humphry, Deborah; Jefferson, Laura; Mitchell, Natasha; Torgerson, David (Education Endowment Foundation, 2016)
KerkoCite.ItemAlsoKnownAs: 2339240:BEA4Y4D2 2405685:J3GWGJX9
Keywords: ⛔ No DOI found

SABER-ICT Framework Paper for Policy Analysis: Documenting national educational technology policies around the world and their evolution over time - Trucano, Michael (World Bank, 2016)
KerkoCite.ItemAlsoKnownAs: 2339240:3PPF8KE9 2339240:AIGS72SB 2339240:JDMJCIUE 2339240:NAM93CI5 2339240:SL666BQC 2339240:T48NXYSZ 2339240:ZNW3YE69 2405685:2YKFUKI7 2405685:382A98KH 2405685:6Z2B93A4 2405685:76N9EBXB 2405685:FCIYXGTF 2405685:HWBZM4P8 2405685:IV8GLIXL
Keywords: Systems Framework; ___working_potential_duplicate

Building and Sustaining National ICT Education Agencies: Lessons from International Experiences - Trucano, Michael; Dykes, Gavin (World Bank, 2016)
National ICT/education agencies (and their functional equivalents) play important roles in the implementation and oversight of large scale initiatives related to the use of information and communication technologies in education in many countries. That said, little is known at a global level about the way these organizations operate, how they are structured, and how they typically evolve over time. Through an examination of lessons from the development and history of a set of representative ICT/education agencies in East Asia, and, to better understand East Asian experience, other countries around the work, this paper seeks to identify common challenges and issues and potential relevance to leaders of such institutions.
Accepted: 2017-02-17T20:34:58Z KerkoCite.ItemAlsoKnownAs: 10.1596/26086 2405685:PB3NAB8I
Keywords: Education Agencies; Education Policy; ICT Education; Ict

Tusome and USAID Improve Access to Education - U.S. Embassy in Kenya (2016)
KerkoCite.ItemAlsoKnownAs: 2339240:YB98PRXU 2405685:D9UIV9GZ

Education 2030: Incheon Declaration and Framework for Action for the implementation of Sustainable Development Goal 4: Ensure inclusive and equitable quality education and promote lifelong learning - UNESCO (UNESCO, 2016)
KerkoCite.ItemAlsoKnownAs: 2339240:CJCJGSAX 2339240:DAUTLPDE 2405685:PHY6NTZ3

If you don't understand, how can you learn? - UNESCO (2016)
KerkoCite.ItemAlsoKnownAs: 2339240:Z58YQUQS 2405685:A6SE7Z9X

If you don't understand, how can you learn? - UNESCO (UNESCO, 2016)
KerkoCite.ItemAlsoKnownAs: 2339240:QK94J4GE 2405685:RN3HK9KQ

The world needs almsot 69 million new teachers tp reach the 2030 education goals (UIS Fact Sheet n. 39) - UNESCO (UNESCO, 2016)
KerkoCite.ItemAlsoKnownAs: 2339240:Y4UIYEHI 2405685:TC8PNFAI

ICT in education statistics: shifting from regional reporting to global monitoring;progress made, challenges encountered, and the way forward - UNESCO Institute for Statistics (2016)
KerkoCite.ItemAlsoKnownAs: 2339240:A4UYLKQ4 2405685:BGVXSVGS

Day of the Girl Child - 2016 - UNICEF (2016)
KerkoCite.ItemAlsoKnownAs: 2339240:YPVKV9FR 2405685:ITLXFDVB

Addressing social norms and gender in support of equity in education - UNICEF Eastern and Southern Africa Region (2016)
KerkoCite.ItemAlsoKnownAs: 2339240:SG6H9W5B 2405685:DAVJ78NX

A social and behaviour change agenda for inclusion and equity in education - UNICEF ESARO (2016)
KerkoCite.ItemAlsoKnownAs: 2339240:RND853QN 2405685:6PBKDWDI

Monitoring Education Participation: Framework for Monitoring Children and Adolescents who are Out of School or at Risk of Dropping Out - UNICEF; UNESCO Institute for Statistics (UNICEF Regional Office for Central and Eastern Europe and the Commonwealth of Independent States, 2016)
KerkoCite.ItemAlsoKnownAs: 2405685:EMDB5K4K

Education data for decision making (EDDATA II): key achievements and lessons learned - USAID (Unesco IIEP Learning Portal, 2016)
KerkoCite.ItemAlsoKnownAs: 2405685:3G58VNBC 2486141:3DJREXE9

Education Data for Decision Making (EDDATA II): Key achievements and lessons learned: Final report - USAID (USAID, 2016)
KerkoCite.ItemAlsoKnownAs: 2339240:4SQ6VP6A 2405685:XN24ZV8L 4656463:XETCQ946

EGRA Toolkit - USAID (2016)
KerkoCite.ItemAlsoKnownAs: 2405685:BJTZCDIF 2486141:MKPBRC7K

Are Our Children Learning? - Uwezo (Twaweza East Africa, 2016)
KerkoCite.ItemAlsoKnownAs: 2339240:8P9EDHXN 2405685:N3RG9SY9

Effects of teaching activities via Google Sketchup and concrete models on spatial skills of preservice mathematics teachers - Uygan, Candaş; Kurtuluş, Aytaç (Turkish Journal of Computer and Mathematics Education, 2016)
The aim of this study was to investigate the impact of teaching activities supported by Google SketchUp, which is a 3-Dimensional modeling software, and concrete models on the basic skills related to spatial ability in teaching geometric solids. The study sample consisted of 72 preservice teachers who were studying elementary mathematics education in 2009-2010 academic-year in a state-funded university in Central Anatolia, Turkey. This was an experimental study. The study used a pretest posttest control group design and included two experimental groups and a control group. One of the experimental groups was taught using Google SketchUp while the other one was taught with concrete model-aided teaching activities. The activities, designed for the control group, were carried out with some traditional teaching tools such as paper, pencil and classroom writing board. The Santa Barbara Solids Test (SBST) and the Purdue Spatial Visualization Test (PSVT) were used to measure spatial ability. The SBST measures the ability to mentally visualize the cross-sections of 3D objects. The PSVT consists of three parts: "Developments", which measures skills to visualize a 3D object based on its surface development; "Rotations", which measures skills to mentally rotate 3D objects; and "Views", which measures skills to visualize different views of 3D objects. The study identified significant increases in the scores received for all of the tests by the group using Google SketchUp, in the scores received for the SBST and Developments part by the group using concrete models, and in the scores received for only the Developments part by the control group. Also, the posttest average score received for the "Views" part by the experimental group using Google SketchUp was significantly higher than the score of the experimental group using concrete models and the control group.
Place: Trabzon Publisher: Karadeniz Technical University Distance Education Research and Application Center Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/1939845232?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.16949/turkbilmat.273993 10.17762/turcomat.v7i3.137 2339240:FCLY6UI8 2405685:3B7VIPGE 2405685:GZBKA7TG 2534378:3DVEZFYW 2534378:Q95V6E5Z
Keywords: Colleges & universities; Concretes; Group dynamics; Mathematical analysis; Mathematical models; Mathematics; Skills; Studies; Teachers; Teaching; Three dimensional models; __:import:01; __:match:final; __:matched; __:study_id:2098421; __finaldtb; ⚠️ Invalid DOI

Technology for education in low-income countries: Assisting the UN Sustainable Development Goals - Wagner, Daniel (ICT-Supported Innovations in Small Countries and Developing Regions, 2016)
KerkoCite.ItemAlsoKnownAs: 2339240:77JY2FRU 2405685:73WHWAGC

What we’re learning about how organisations select ICT tools - Walker, Tim (Making All Voices Count, 2016)
Engine room is working on a framework to help organisations select the appropriate information and technology tools (ICT) for their governance projects.
KerkoCite.ItemAlsoKnownAs: 2339240:SWX93TFQ 2405685:GCQ25H4S 4656463:DKUGM8RH

Research Report for Phases I and II e-Learning Sudan (2012 – 2015) - War Child Holland; Afhad University for Women; TNO (2016)
KerkoCite.ItemAlsoKnownAs: 2339240:FTDWTUEY 2405685:5JEX4MB2 4803016:9ZSJUXBS

Research Report: E-Learning Sudan Phases 1 & II | Education Links - War Child Holland; Ahfad University for Women, TNO (Unicef Ministry of Foreign Affairs of the Netherlands, 2016)
With this report, programme partners, War Child Holland, Ahfad University for Women, and Netherlands Organisation for Applied Scientific Research (TNO), will present research findings from e-Learning Sudan, an innovation technology education programme for out-of-school students to access quality education in Sudan.
KerkoCite.ItemAlsoKnownAs: 2405685:7TACX538

Great expectations: aspiration, uncertainty and schooling in Rwanda - Williams, Timothy P. (Education Development Trust, 2016)
EdTechHub.ItemAlsoKnownAs: 2405685:LHE52G2C

Geekie: Personalized Learning for All - Wise (WISE, 2016)
About the Project This project is one of the 2016 WISE Awards winners. Geekie is an adaptive learning platform that constantly customizes students’ learning experiences instead of providing a single standardized solution to all. Over the last 18 months, the company’s solutions have already helped five million students throughout the country, from all states and […]
KerkoCite.ItemAlsoKnownAs: 2339240:Q8X7SBD8 2405685:42T7EX4A

Systems Approach for Better Education Results (SABER) - Equity and Inclusion in Education Systems - Wodon, Quentin (2016)
KerkoCite.ItemAlsoKnownAs: 2339240:DXLHIC49 2405685:YWKA9XIH
Keywords: ⛔ No DOI found

Assessing the Construct Validity of Save the Children's International Development and Early Learning Assessment (IDELA) - Wolf, Sharon; Halpin, Peter; Yoshikawa, Hirokazu; Pisani, Lauren; Dowd, Amy Jo; Borisova, Ivelina (Global TIES for Children, New York University, Save the Children, 2016)
KerkoCite.ItemAlsoKnownAs: 2339240:KCP3HCVT 2405685:3YPENLPH

Liberia Education Sector Analysis - World Bank (2016)
KerkoCite.ItemAlsoKnownAs: 2405685:5JH5HDGM

SABER Country Report –Senegal: Engaging the Private Sector in Education - World Bank (2016)
KerkoCite.ItemAlsoKnownAs: 2405685:LIJPA522

Systems Approach for Better Education Results (SABER) - World Bank (World Bank, 2016)
The Systems Approach for Better Education Results (SABER) was launched by the World Bank in 2011 to produce comparative data and knowledge on education policies and institutions, with the aim of helping countries systematically strengthen their education systems and the ultimate goal of promoting Learning for All. It allows countries to conduct a thorough inventory of their education policies and institutions based on global best practices, as well as provides decisionmakers and stakeholders at all levels with tools for structured and effective policy dialogue.
KerkoCite.ItemAlsoKnownAs: 2339240:H8DBDBC4 2405685:6XNXEQD5

World Development Report 2016: Digital Dividends - World Bank (2016)
Information related to the World Development Report 2016: Digital Dividends
KerkoCite.ItemAlsoKnownAs: 2339240:DXBL7RFT 2405685:AJ3M8HC2 4656463:BIINHUYK

World Development Report 2016: Digital dividends - World Bank (World Bank, 2016)
doi:10.1596/978-1-4648-0671-1 KerkoCite.ItemAlsoKnownAs: 10.1596/978-1-4648-0671-1 2339240:CMWF55T4 2339240:WC37LKXM 2405685:P9M8F67G 2405685:XUR5Y48X
Keywords: AWP2; AWP2-actual

Bangladesh Engaging the Private Sector in Education: SABER Country Report 2016 - World Bank Group (World Bank, 2016)
KerkoCite.ItemAlsoKnownAs: 10.1596/26524 2339240:YEQL3HEG 2405685:8L2579LA

Ebola data and statistics - World Health Organization (WHO, 2016)
Publisher: World Health Organization KerkoCite.ItemAlsoKnownAs: 2339240:7VE2AZNA 2405685:YRWRU7UA

Raising domestic resources for equitable education - Zubairi, Asma; Rose, Pauline (Education Commission, 2016)
KerkoCite.ItemAlsoKnownAs: 2339240:4SG7CPV3 2405685:VUVKH3YK

The Journal Coverage of Web of Science and Scopus: A Comparative Analysis - Mongeon, Philippe; Paul-Hus, Adèle (Scientometrics, 2016)
Bibliometric methods are used in multiple fields for a variety of purposes, namely for research evaluation. Most bibliometric analyses have in common their data sources: Thomson Reuters' Web of Science (WoS) and Elsevier's Scopus. The objective of this research is to describe the journal coverage of those two databases and to assess whether some field, publishing country and language are over or underrepresented. To do this we compared the coverage of active scholarly journals in WoS (13,605 journals) and Scopus (20,346 journals) with Ulrich's extensive periodical directory (63,013 journals). Results indicate that the use of either WoS or Scopus for research evaluation may introduce biases that favor Natural Sciences and Engineering as well as Biomedical Research to the detriment of Social Sciences and Arts and Humanities. Similarly, English-language journals are overrepresented to the detriment of other languages. While both databases share these biases, their coverage differs substantially. As a consequence, the results of bibliometric analyses may vary depending on the database used. These results imply that in the context of comparative research evaluation, WoS and Scopus should be used with caution, especially when comparing different fields, institutions, countries or languages. The bibliometric community should continue its efforts to develop methods and indicators that include scientific output that are not covered in WoS or Scopus, such as field-specific and national citation indexes.
shortDOI: 10/f77hzh KerkoCite.ItemAlsoKnownAs: 10.1007/s11192-015-1765-5 10/f77hzh 2339240:8JJXVFNV 2405685:2IZQM7HX
Keywords: Bibliometrics; Citation indexes; Research evaluation; Scopus; Web of Science

Using Causal Loop Diagramming to Explore the Drivers of the Sustained Functionality of Rural Water Services in Timor-Leste - Neely, Kate; Walters, Jeffrey P. (Sustainability, 2016)
It is recognized that international water sector development work has issues with a lack of sustained positive outcomes. A large driver of this outcome is how NGOs work with communities to implement and then manage water services. Many NGOs tend to focus their efforts on improving their reach and organisational growth by continually engaging in new projects. This behaviour is largely driven by short-term donor funding models that reward extended coverage, leaving little focus on sustained outcomes. Similarly, community-based management (CBM) schemes often impede sustained services as a result of the community’s limited capacity to operate and maintain the technology. To explore these complicated drivers on water service sustainability, we used causal loop diagramming to analyse the key aspect influencing the combined dynamics between NGOs, donors and CBM. We demonstrate this methodology through a study in Timor-Leste, where we gathered data necessary to develop and apply causal loop diagrams to analyse rural water supply program outcomes. The analysis of these diagrams allowed identification of leverage points used to suggest structural changes for sustained benefits of water services. These structural changes emphasize the importance of increased robustness and reliability of water technology and the associated impact this has on community satisfaction and, conjointly, on water service sustainability.
shortDOI: 10/f8d99n KerkoCite.ItemAlsoKnownAs: 10.3390/su8010057 10/f8d99n 2339240:E6YIT8MQ 2405685:K479CIFP
Keywords: NGOs; Timor-Leste; community management; donors; system dynamics modelling; water services

Academics who tweet: “messy” identities in academia - Budge, Kylie; Lemon, Narelle; McPherson, Megan (Journal of Applied Research in Higher Education, 2016)
Purpose The purpose of this paper is to investigate the growing use of Twitter in academic and artist practices. The authors explore commonalities, overlaps and differences within the reflections on the initial and ongoing motivations, usage and learnings the authors have encountered whilst immersed in this environment. Design/methodology/approach The authors locate the particular inquiry by drawing on the literature surrounding digital identities, academic literacies and digital scholarship. Departing from other studies, the focus is on a narrative inquiry of the lived experiences as academics and as artists using Twitter. Findings Academics use of Twitter plays a distinctly social role enabling communication that connects, and fostering accessible and approachable acts. It enables a space for challenging norms of academic ways of being and behaving. In addition, the authors draw conclusions about the “messiness” of the interconnected space that incorporates multiple identities, and highlight the risk taking the authors associate with using Twitter. Research limitations/implications Academic practice is ever changing in the contemporary university. This initial study of academic and artist practices and the use of Twitter suggests future developments including participants using similar questions to elicit notions of practice to engage in a deeper understanding of motivations and behaviours. Practical implications In using social media tools such as Twitter, individual academics and their practices are modified; the impact of this practice is visible. Originality/value The authors contribute to emerging discussions and understandings about academics, social media and identity. The authors argue that by participating in the use of Twitter, the authors are part of the collective process of challenging what it means to be an academic and artist.
Publisher: Emerald Group Publishing Limited KerkoCite.ItemAlsoKnownAs: 10.1108/JARHE-11-2014-0114 2405685:ZSTRNA6N
Keywords: Academics; Artists; Identity; Narrative inquiry; Social media; Twitter

Do boys and girls use computers differently, and does it contribute to why boys do worse in school than girls? - Fairlie, Robert W. (The BE Journal of Economic Analysis & Policy, 2016)
Boys are doing worse in school than are girls, which has been dubbed “the Boy Crisis.” An analysis of the latest data on educational outcomes among boys and girls reveals extensive disparities in grades, reading and writing test scores, and other measurable educational outcomes, and these disparities exist across family resources and race. Focusing on disadvantaged schoolchildren, I then examine whether time investments made by boys and girls related to computer use contribute to the gender gap in academic achievement. Data from several sources indicate that boys are less likely to use computers for schoolwork and are more likely to use computers for playing games, but are less likely to use computers for social networking and email than are girls. Using data from a large field experiment randomly providing free personal computers to schoolchildren for home use, I also test whether these differential patterns of computer use displace homework time and ultimately translate into worse educational outcomes among boys. No evidence is found indicating that personal computers crowd out homework time and effort for disadvantaged boys relative to girls. Home computers also do not have negative effects on educational outcomes such as grades, test scores, courses completed, and tardies for disadvantaged boys relative to girls.
Publisher: De Gruyter KerkoCite.ItemAlsoKnownAs: 10.1515/bejeap-2015-0094 2339240:4UGCV2FT 2339240:RGUQIY3U 2405685:6L2THSSR 2405685:D9RDFBES

Internet freedom and social media effects: democracy and citizen attitudes in Latin America - Gainous, Jason; Wagner, Kevin; Gray, Tricia (Online Information Review, 2016)
Purpose The purpose of this paper is to theorize the heightened exposure to information via the internet can lead citizens to be more critical about political conditions in their countries because using social media increases the likelihood of being exposed to dissident information. Further, the authors argue that the degree to which information is restricted, or internet access is limited, across countries can decrease this effect simply because the likelihood of exposure to a dissident flow is diminished. Design/methodology/approach The authors used survey data from the 2010 Latino Barometer to estimate a series of multilevel models to test whether citizens’ attitudes about the political conditions and about democracy in their respective countries worsen, and whether this effect is stronger in countries with higher internet freedom. Findings The results confirm that social media use has a negative influence on citizens’ attitudes about their national political conditions. In addition, respondents from those countries with more internet freedom tended to have more positive attitudes about their democracy and political conditions, generally. However, as a result of more internet freedom, the negative effects of internet and social media use on these attitudes was more pronounced in countries with more internet freedom. Originality/value These results suggest that the flow of information via the internet has substantial effect on how people feel about their government. This could be consequential for political stability, particularly in countries the conditions are not favorable. That said, these results also suggest that governments can actively decrease the odds of this dissidence building by controlling the flow of information.
Publisher: Emerald Group Publishing Limited KerkoCite.ItemAlsoKnownAs: 10.1108/OIR-11-2015-0351 2339240:5DKJPVYR 2405685:QIGFI5EV
Keywords: Digital information; Internet filtering; Latin America; Political attitudes; Social media

Professionalizing in- service teachers’ focus on technological pedagogical and content knowledge - Getenet, Seyum Tekeher; Beswick, Kim; Callingham, Rosemary (Education and Information Technologies, 2016)
In Ethiopia, primary school teachers of science and mathematics are encouraged to integrate Information and Communication Technology (ICT) into their teaching as a means to improve the quality of education. However, there has not been the same emphasis placed on providing professional learning opportunities for teachers on how to use ICT in their teaching. The present study investigated how a group of practising primary school science and mathematics teachers developed the skills needed to integrate ICT into their teaching. The study employed a combination of qualitative and quantitative research methods within an action research approach. The teachers took part in activities from a Technological Pedagogical and Content Knowledge (TPACK) based professional learning workshop, including designing lessons, classroom instruction, and reflection activities in teams. A lesson evaluation sheet, questionnaire, observation checklist, and logbook were used to gather data. The results showed that the teachers acquired an improved competency to integrate available ICT into their teaching through the intervention activities.
shortDOI: 10/gf5f37 KerkoCite.ItemAlsoKnownAs: 10.1007/s10639-013-9306-4 10/gf5f37 2339240:X5KT8D38 2405685:M6FHA5XE

Classroom Cybernetics: an Approach for Effective and Efficient Classroom Teaching - Grover, Vijay (International Journal of Research in Advent Technology, 2016)
Cybernetics is not a new invention but its potential for application has not exhausted even after nearly seventy years of its origin. It started with idea of automation and control in the electrical and mechanical systems, but later on extended to biological, social systems and learning systems. Present paper is about application of cybernetics in education systems and discussion has been limited to only classroom situation. Cybernetics means ‘to steer’, ‘to navigate’ or ‘to govern’ for taking the system to desired goal. Here in classroom teaching-learning process is a system and the goal is success of the learner and learning process. Classroom cybernetics is constituted by Constructivism, Conversation theory and a feedback system. Constructivism resulted in five E’s namely- Engage, Explore, Explain, Elaborate and Evaluate. Conversation theory necessitatesinteraction between teacher and learner which passes through three levels of language namely-natural language, subject language and meat language. Feedback is another essential element of cybernetics which is an instrument for controlling the system to maintain equilibrium, move forward or even reverse it. Problem with the conversation theory is that it is applicable only for one to one correspondence between teacher and learner, thus can’t directly help in classroom situation. To make it applicable for classroom situation Ashby’s Law of requisite Variety has been applied which necessitates that teacher need to be hugely better equipped than the learners and should be skilled enough to visualize the learners’ state of mind. Thus effective use of constructivism, conversation theory, feedback loop and Ashby’s law of requisite varieties makes comprehensive Classroom Cybernetics.
KerkoCite.ItemAlsoKnownAs: 2339240:AUZTI59W 2405685:8KRWBNE8
Keywords: ⛔ No DOI found

Does living in a community with more educated mothers enhance children's school attendance? Evidence from Sierra Leone - Kamanda, Mamusu; Madise, Nyovani; Schnepf, Sylke (International Journal of Educational Development, 2016)
In Sierra Leone girls are 23.4% less likely to attend secondary education than boys. This difference between sexes increases the gender gap in educational attainment since women's education is positively associated with children's educational wellbeing. This paper investigates the relationship between children's school attendance, their mothers’ level of education, as well as the overall level of women's education at the community level in Sierra Leone using multilevel statistical modelling techniques and the country's 2008 Demographic and Health Survey data. The findings suggest that, regardless of a child's own mother's education, an increase in the proportion of mothers with secondary or higher education in a community by 10% improves the probability of attending junior secondary school significantly by 8%; a 50% increase improves the likelihood of attending school by 45%. There was no significant relationship between the proportion of better educated mothers in a community and primary school attendance. However, relative to children whose mothers had no formal education, children whose mothers had attained primary, secondary or higher education were 7%, 14% and 22% more likely to attend primary school respectively. Future policies should seek to promote girls’ education at post-primary education and develop community based programmes to enable the diffusion and transmission of educational messages.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2015.09.008 2405685:YPUYEULY
Keywords: Girls’ education; Mothers’ education; School attendance; Sierra Leone

Reconstructing education in post-conflict Sierra Leone - Pai, Grace (Security, Education and Development in Contemporary Africa, 2016)
KerkoCite.ItemAlsoKnownAs: 2405685:83TRVQZR

Contextualising the Use of Digital Technologies - Phillips, Michael (2016)
This chapter reflects on the often uncritical debates about educational policy and the use of digital technologies by schoolteachers that have persisted over the past 30 years. Most commentators have tended to approach digital technology in unrealistic terms—either as having the potential to completely transform schools for the better or herald their imminent demise. This chapter examines these polarised ways of thinking, highlighting a failure to account for the complex, compromised and often ‘messy’ realities of classroom technology used by schoolteachers. This argument emphasises that critical considerations of the knowledge required by teachers and the context in which they work are necessary to understand the complexity of teachers’ technology (non) use. Discussion in the second half of the chapter highlights the need to reconsider ‘knowledge’ and ‘context’ as contested terms that are pivotal in examining educational technology policy and practice. Through the introduction of technological, pedagogical and content knowledge (TPACK) framework, the reader is provided with a theoretical lens through which the notions of knowledge and context can be critically explored.
KerkoCite.ItemAlsoKnownAs: 10.1057/978-1-137-52462-1_1 2339240:SK4VPZTF 2405685:XAYZRBZW

Use of Technology in Open and Distance Education: A Guideline for the Educational Institutions in Bangladesh - Islam, Saria; Mahmudul, A.S.M. (International Journal of Applied Information Systems, 2016)
KerkoCite.ItemAlsoKnownAs: 10.5120/ijais2016451481 2339240:ICM5ECYQ 2405685:A9QMZE8J

Parents, Teens and Digital Monitoring - Anderson, Monica (Pew Research Center: Internet, Science & Tech, 2016)
Parents monitor their teen’s digital activities in a number of ways, such as checking browser histories or social media profiles, but using technical means like parental controls is less common.
KerkoCite.ItemAlsoKnownAs: 2339240:8Q6JE6F4 2405685:E79W37UQ

How software that learns as it teaches is upgrading Brazilian education - Rigby, Claire (The Observer, 2016)
Teaching algorithms aim to change Brazilian education for ever – but where does the teacher fit into the classroom of tomorrow?
KerkoCite.ItemAlsoKnownAs: 2339240:KZEEKM4I 2405685:THX2NQE2
Keywords: Americas; Brazil; Computing; Education; Schools; Software; Technology

How to Develop an Acceptable Use Policy: The Steps to Take - Webswise (Webwise.ie, 2016)
Creating an AUP is vital for your school, in addressing internet safety issues for students. Here we look at how to develop an Acceptable Use Policy (AUP).
KerkoCite.ItemAlsoKnownAs: 2339240:RDT95RQ7 2405685:2C5HQJPN

Rumie: Bringing Digital Education to the Underserved - Kim, John J.-H.; Migdal, Amram (2016)
In fall of 2015, the Toronto, Canada–based education technology nonprofit Rumie had distributed thousands of computer tablets preloaded with collections of thousands of pieces of curated educational content to nongovernmental organizations (NGOs) in some of the most impoverished countries around the world lacking in basic educational resources. Founder and executive director Tariq Fancy, with his team, were deciding whether to accept a large new order from an NGO in Pakistan that would require Rumie for the first time to provide ongoing services such as teacher training, performance monitoring, and other support. Some on the team felt that providing a full suite of bundled services would detract from their recent push to decouple Rumie's software and services from the physical tablets to achieve greater reach and scale. In October 2015, Rumie opened the LearnCloud, its proprietary online content curation portal for NGOs, to the public. Now anyone could discover, share, and rate free digital educational content from any source. Fancy considered, "Education access represents a big order and huge growth, but does it lead us into doing things we haven't done before, may not be good at, and may not be scalable to be used by different partners in different geographies?"
EdTechHub.ItemAlsoKnownAs: 2405685:HNE632RB
Keywords: ⛔ No DOI found

11 raisons qui dont que les enseignants n'utilisent pas les nouvelle technologie en classe - Elouardani, Karim (Edupronet, 2016)
Au delà du degré d'intégration des nouvelles technologies en classe, il est intéressant d'identifier les freins à l'utilisation des TICE dans l'enseignement
Library Catalog: edupronet.com EdTechHub.ItemAlsoKnownAs: 2405685:4C64T32C

The cascade model of teachers’ continuing professional development in Kenya: A time for change? - Bett, Harry Kipkemoi (Cogent Education, 2016)
Kenya is one of the countries whose teachers the UNESCO (2015) report cited as lacking curriculum support in the classroom. As is the case in many African countries, a large portion of teachers in Kenya enter the teaching profession when inadequately prepared, while those already in the field receive insufficient support in their professional lives. The cascade model has often been utilized in the country whenever need for teachers’ continuing professional development (TCPD) has arisen, especially on a large scale. The preference for the model is due to, among others, its cost effectiveness and ability to reach out to many teachers within a short period of time. Many researchers have however cast aspersions with this model for its glaring shortcomings. On the contrary, TCPD programmes that are collaborative in nature and based on teachers’ contexts have been found to be more effective than those that are not. This paper briefly examines cases of the cascade model in Kenya, the challenges associated with this model and proposes the adoption of collaborative and institutionbased models to mitigate these challenges. The education sectors in many nations in Africa, and those in the developing world will find the discussions here relevant.
shortDOI: 10/gfw2mk KerkoCite.ItemAlsoKnownAs: 10.1080/2331186X.2016.1139439 10/gfw2mk 2405685:K8ZKUDQE

Accelerated Education Programming - Educate a Child (2016)
Many of the Educate a Child (EAC) partnerships implement accelerated education programs. This paper is a basic survey of several selected partner projects designed to situate EAC’s work within a broader context. Findings indicate that partners approach accelerated education in very different ways, responding to local contexts in order to serve OOSC needs. Further research is needed to explore the various successes and lessons learned from EAC support to accelerated education.
KerkoCite.ItemAlsoKnownAs: 2339240:ZH9EV95S 2405685:X6T6UE7Y

Turkish pre-service teachers' reflective practices in teaching English to young learners - Güngör, Muzeyyen Nazli (Australian Journal of Teacher Education, 2016)
The course "Teaching English to Young Learners" is the first stage where pre-service teachers are introduced to a child's world, developmental characteristics, needs, interests as well as teaching and learning techniques for these learners in English language teaching pre-service teacher education programmes in Turkey. This action research study identifies the gap that pre-service teachers experience between the theoretical considerations and realities of teaching, and the problems they face in this course. It provides the opportunity for monitoring and evaluating themselves in a pre-service teacher education programme in Turkey. Hence, this piece of research aims to promote reflective practice at the preservice level in teaching English to young learners through video recorded microteaching sessions, reflective journals, and lesson plans of pre-service teachers. The study reports on the results by highlighting the contribution of these reflective tools to pre-service teachers' professional development, self- and peer- reflections and the preparedness to teach English to young learners. Finally, insights and recommendations concerning teacher educators and pre-service programmes are offered to promote reflective practice and make methodology courses more beneficial before pre-service teachers embark on their practicum experience.
Publisher: Edith Cowan University, Bradford Street, Mount Lawley, West Australia 6050, Australia Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/1826521925?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.14221/ajte.2016v41n2.9 2405685:LGB6A2T8 2534378:MA7EKPTA 2534378:MK9KRY6K
Keywords: Action Research; ERIC; Current Index to Journals in Education (CIJE); Educational Technology; Elementary Education; English (Second Language); Foreign Countries; Higher Education; Journal Writing; Language Teachers; Lesson Plans; Postsecondary Education; Preservice Teacher Education; Preservice Teachers; Qualitative Research; Reflection; Reflective Teaching; Second Language Instruction; Teaching Methods; Turkey; Video Technology; __:import:01; __:match:final; __:matched; __:study_id:2096127; __finaldtb

Landscape Review: Education in Conflict and Crisis - How Can Technology Make a Difference? - Inter-agency Network for Education in Emergencies (INEE). (2016)
KerkoCite.ItemAlsoKnownAs: 2339240:4LDJAPYI 2405685:TS3U5UDR 4803016:HC52EFPN

T-TEL's Terms, Messages and Communications Guide - T-TEL Professional Development Programme (Ministry of Education (Ghana), 2016)
KerkoCite.ItemAlsoKnownAs: 2405685:7GKEEIDQ

Scrutinizing practicum for a more powerful teacher education: a longitudinal study with pre-service teachers - Tülüce, Serdar Hande; Çeçen, Sevdeger (Educational Sciences: Theory and Practice, 2016)
This study aims to explore the role of school-based practicum in promoting pre-service English language teachers' professional development through the use of a longitudinal design in combination with qualitative methods. To achieve this aim, pre-service teachers were asked to successively reflect on video-recordings of their micro-lessons in their university-based methodology courses directly after delivering the micro-lessons and retrospectively after their practicum experience. The participants of this study were 13 pre-service English language teachers studying at a foundation university in Istanbul, Turkey. The same data collection methodology was adapted before and after the practicum to gain a deeper understanding of the learning stemming from school-based practicum. The data for the study came from pre- and post-self-evaluation reports as well as pre- and post-focus-group interviews that had been collected based on the pre-service teachers' video-recorded microteaching simulations. The findings indicate that pre-service teachers commented on the same pedagogical, psychological, and physical factors they had noticed regarding their micro-lesson before and after the practicum. However, some qualitative changes were detected in their views over time as they had become more learner-oriented and had developed a more reflective view of teaching following the practicum. These findings have implications for the impact of practicum for future teacher education programs.
Publisher: Educational Consultancy, Ltd (EDAM). Kisikli Mh. Alemdag Cd. Yan Yol Sk., SBK Is Merkezi No:5 Kat:1, Uskudar-Istanbul, 34692 Turkey Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/1871571396?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.12738/estp.2016.1.0207 2339240:AESWNP5A 2405685:8BT7QT4R 2534378:CULKT9D2 2534378:IWBXDRHW 2534378:N5T6GPE5
Keywords: Attitude Change; Case Studies; ERIC; Current Index to Journals in Education (CIJE); English (Second Language); Focus Groups; Foreign Countries; Higher Education; Language Teachers; Learning Processes; Longitudinal Studies; Microteaching; Physical Characteristics; Postsecondary Education; Practicums; Preservice Teacher Education; Preservice Teachers; Pretests Posttests; Professional Development; Psychological Patterns; Qualitative Research; Reflective Teaching; Second Language Instruction; Self Concept; Self Evaluation (Individuals); Simulation; Student Teacher Attitudes; Teaching Methods; Transformative Learning; Turkey (Istanbul); Video Technology; __:import:01; __:match:final; __:matched; __:study_id:2096126; __finaldtb

Estimating the impact of language of instruction in South African primary schools: A fixed effects approach - Taylor, Stephen; von Fintel, Marisa (Economics of Education Review, 2016)
For many children around the world, access to higher education and the labour market depends on becoming fluent in a second language. In South Africa, the majority of children do not speak English as their first language but are required to undertake their final school-leaving examinations in English. Most schools offer mother-tongue instruction in the first three grades of school and then transition to English as the language of instruction in the fourth grade. Some schools use English as the language of instruction from the first grade. In recent years a number of schools have changed their policy, thus creating within-school, cross-grade variation in the language of instruction received in the early grades. Using longitudinal data from the population of South African primary schools and a fixed-effects approach, we find that mother tongue instruction in the early grades significantly improves English acquisition, as measured in grades 4, 5 and 6.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.econedurev.2016.01.003 2405685:RSHGZ25V 4042040:N7L4HVF6
Keywords: Education; Fixed effects; Language of learning and teaching; South Africa

New Ubongo Kids Audio Stories - Ubongo (Ubongo, 2016)
Ubongo Kids recently launched a new mobile service: audio stories told by favourite characters from the show! Mobile phones are common in East Africa, and audio platforms are extremely popular with users of all ages. With Ubongo Mobile, children are rewarded for answering questions correctly with incoming songs to their phones from Mama Ndege andRead more
Section: Blog EdTechHub.ItemAlsoKnownAs: 2405685:RH2E923S

Designing an Educational Innovation to Achieve Scale: Five Critical Concepts - Dede, Chris (The EvoLLLution, 2016)
Research has documented that in education, unlike other sectors of society, the scaling of successful instructional programs from a few settings to widespread use across a range of contexts is very difficult (Dede, Honan, & Peters, 2005). In fact, research typically shows a huge influence of setting (e.g., the teacher’s content preparation, students’ self-efficacy, prior […]
KerkoCite.ItemAlsoKnownAs: 2405685:TX3BDCL8

The Internal, External, and Diagnostic Validity of Sluggish Cognitive Tempo: A Meta-Analysis and Critical Review - Becker, Stephen P.; Leopold, Daniel R.; Burns, G. Leonard; Jarrett, Matthew A.; Langberg, Joshua M.; Marshall, Stephen A.; McBurnett, Keith; Waschbusch, Daniel A.; Willcutt, Erik G. (Journal of the American Academy of Child & Adolescent Psychiatry, 2016)
Objective To conduct the first meta-analysis evaluating the internal and external validity of the sluggish cognitive tempo (SCT) construct as related to or distinct from attention-deficit/hyperactivity disorder (ADHD) and as associated with functional impairment and neuropsychological functioning. Method Electronic databases were searched through September 2015 for studies examining the factor structure and/or correlates of SCT in children or adults. The search procedures identified 73 papers. The core SCT behaviors included across studies, as well as factor loadings and reliability estimates, were reviewed to evaluate internal validity. Pooled correlation effect sizes using random effects models were used to evaluate SCT in relation to external validity domains (i.e., demographics, other psychopathologies, functional impairment, and neuropsychological functioning). Results Strong support was found for the internal validity of the SCT construct. Specifically, across factor analytic studies including more than 19,000 individuals, 13 SCT items loaded consistently on an SCT factor as opposed to an ADHD factor. Findings also support the reliability (i.e., internal consistency, test–retest reliability, interrater reliability) of SCT. In terms of external validity, there is some indication that SCT may increase with age (r = 0.11) and be associated with lower socioeconomic status (r = 0.10). Modest (potentially negligible) support was found for SCT symptoms being higher in males than females in children (r = 0.05) but not in adults. SCT is more strongly associated with ADHD inattention (r = 0.63 in children, r = 0.72 in adults) than with ADHD hyperactivity-impulsivity (r = 0.32 in children, r = 0.46 in adults), and it likewise appears that SCT is more strongly associated with internalizing symptoms than with externalizing symptoms. SCT is associated with significant global, social, and academic impairment (r = 0.38–0.44). Effects for neuropsychological functioning are mixed, although there is initial support for SCT being associated with processing speed, sustained attention, and metacognitive deficits. Conclusion This meta-analytic review provides strong support for the internal validity of SCT and preliminary support for the external validity of SCT. In terms of diagnostic validity, there is currently not enough evidence to describe SCT in diagnostic terms. Key directions for future research are discussed, including evaluating the conceptualization of SCT as a transdiagnostic construct and the need for longitudinal research.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.jaac.2015.12.006 2405685:9SPLF4RZ
Keywords: attention-deficit/hyperactivity disorder; diagnosis; nosology; sluggish cognitive tempo; systematic review

Impact - eKitabu (eKitabu, 2016)
Impact: Improving educational achievement outcomes, engaging students and teachers through digital content and providing access for inclusive and quality education for a…
KerkoCite.ItemAlsoKnownAs: 2339240:Z4MSYQZG 2405685:KHQ3XKD3

Promoting Intrinsic and Extrinsic Motivation among Chemistry Students using Computer-Assisted Instruction - Gambari, Isiaka A.; Gbodi, Bimpe E.; Olakanmi, Eyitao U.; Abalaka, Eneojo N. (Contemporary Educational Technology, 2016)
The role of computer-assisted instruction in promoting intrinsic and extrinsic motivation among Nigerian secondary school chemistry students was investigated in this study. The study employed two modes of computer-assisted instruction (computer simulation instruction and computer tutorial instructional packages) and two levels of gender (male and female) using pretest-posttest experimental group design. Ninety (45 males and 45 females) senior secondary one (SS1) students from three secondary schools in Minna, Nigeria, made up the sample. The schools were purposively sampled and randomly assigned to experimental and control groups. The Experimental Group I was taught two selected concepts of chemistry using computer simulation instructional package (CSIP), Experimental Group II was exposed to computer tutorial Instructional package (CTIP) while conventional teaching method (CTM) was used for the Control Group. Validated Chemistry Achievement Test (CAT) and Chemistry Motivation Questionnaire (CMQ) with reliability coefficient of 0.89 and 0.94 respectively were used for data collection. Classroom observations as well as interview schedules were also conducted. Data from CAT and CTM were analyzed using One-way ANOVA and Scheffe’s post-hoc test, while the data from the classroom observations and interview schedules were thematically analyzed. The outcome of this study revealed that students taught with CSIP performed better than those in CTIP and CTM groups. The CSIP and CTIP were found also to be gender friendly. Moreover, students taught with CSIP had higher intrinsic and extrinsic motivation than their counterparts in CTIP and CTM respectively. Based on the findings, it was recommended that chemistry teachers should employ computer simulation for improving their students’ performance and motivation in the subject.
Publisher: M. Bastas KerkoCite.ItemAlsoKnownAs: 10.30935/cedtech/6161 2339240:GELHAMZU 2405685:8EMFIC9C

Education of children with disabilities in India and Pakistan: Critical analysis of developments in the last 15 years - Singal, Nidhi (PROSPECTS, 2016)
This article presents an analysis of key developments in educational policies and strategies, since 2000, in relation to the education of children with disabilities in India and Pakistan. It responds to a set of specific questions focused on factors that have shaped the increased emphasis on education of children with disabilities, how national policies and programmes respond to their needs, and their current educational status. The article draws on analysis of official policies, various programme documents, and empirical research evidence. It concludes by reflecting on the two main foci for future work in relation to the education of children with disabilities.
shortDOI: 10/gftstb KerkoCite.ItemAlsoKnownAs: 10.1007/s11125-016-9383-4 10/gftstb 2339240:UC62U9Y7 2405685:V4R3ZU7R

KYTABU - Global Innovation Exchange (2016)
KerkoCite.ItemAlsoKnownAs: 2405685:MT8QSEFY

Bridging the edtech evidence gap: A realist evaluation framework refined for complex technology initiatives - King, Melanie; Rothberg, Steve; Dawson, Ray; Batmaz, F. (Journal of Systems and Information Technology, 2016)
Purpose – There are five factors acting as a barrier to the effective evaluation of educational technology (edtech), which are as follows: premature timing, inappropriate techniques, rapid change, complexity of context and inconsistent terminology. The purpose of this paper is to identify new evaluation approaches that will address these and reflect on the evaluation imperative for complex technology initiatives. Approach – An initial investigation of traditional evaluative approaches used within the technology domain was broadened to investigate the evaluation practices within social and public policy domains. Realist evaluation, a branch of theory-based evaluation, was identified and reviewed in detail. The realist approach was then refined, proposing two additional necessary steps to support mapping the technical complexity of initiatives. Findings – A refined illustrative example of a realist evaluation framework is presented, including two novel architectural edtech domain reference models to support mapping. Practical implications – Recommendations include building individual evaluator capacity; adopting the realist framework; the use of architectural edtech domain reference models; phased evaluation to first build theories in technology “context” and then iteratively during complex implementation chains; and community contribution to a shared map of technical and organisational complexity. Originality – This paper makes a novel contribution by arguing the imperative for a theory-based realist approach to help redefine evaluative thinking within the IT and complex system domain. It becomes an innovative proposal with the addition of two domain reference models that tailor the approach for edtech. Its widespread adoption will help build a shared evidence base that synthesizes and surfaces “what works, for whom, in which contexts and why”, benefiting educators, IT managers, funders, policymakers and future learners.
KerkoCite.ItemAlsoKnownAs: 10.1108/JSIT-06-2015-0059 2339240:5HEX2KIB 2405685:ZYD26SG9

Status of Teachers' Technology Uptake and Use of GeoGebra in Teaching Secondary School Mathematics in Kenya - Mwingirwa, Irene Mukiri; Marguerite, Miheso Khakasa (International Journal of Research in Education and Science, 2016)
The uptake of technology and specifically, GeoGebra software, in teaching mathematics has had mixed success in spite of its documented benefits. This study investigated teachers’ perspective towards training and eventual use of GeoGebra as a tool to enhance learning of mathematics. In this article we share findings from a larger study that was conducted in Kajiado County in Kenya (Africa) on GeoGebra use in teaching Secondary School Mathematics. This article presents the relationship between observed teachers’ perceptions towards the uptake of GeoGebra, a technology based tool and the actual uptake of GeoGebra using the Diffusion Innovation theoretical framework. Data was collected from practicing mathematics teachers who were exposed to GeoGebra through a series of training sessions. The findings after training sessions with the mathematics teachers showed willingness to use GeoGebra in their classes. The teachers identified Geometry as the topic where use of GeoGebra would be most relevant due to its abstract nature. Teachers’ responses indicated that GeoGebra was perceived as useful for teaching and learning Mathematics and that it would help learners grasp concepts in Geometry. However, the study also found out that systemic support would sustain teachers’ engagement with GeoGebra at classroom level as actualization of Geogebra use did differ significantly from teachers’ perceptions.
shortDOI: 10/gf5f55 KerkoCite.ItemAlsoKnownAs: 10.21890/ijres.83989 10/gf5f55 2339240:KK6SERL3 2405685:NLT9DE96

Zero-rating educational content on the Internet - Trucano, Michael (World Bank Blogs, 2016)
KerkoCite.ItemAlsoKnownAs: 2339240:EFI3EFFU 2405685:47WQJRBV 2405685:TGETQ347
Keywords: ___working_potential_duplicate

Christensen updates disruption theory - Denning, Stephen (Strategy & Leadership, 2016)
KerkoCite.ItemAlsoKnownAs: 10.1108/sl-01-2016-0005 10/ggn58p 2339240:23G37SBT 2405685:UW33SZVP

The rise and fall of the PC in one chart - Booton, Jennifer (MarketWatch, 2016)
Section: Industries KerkoCite.ItemAlsoKnownAs: 2339240:USFBBPHB 2405685:D94GQ9W9

How GDPR changes the rules for research - Maldoff, Gabe (2016)
The General Data Protection Regulation (GDPR) will come into effect in the spring of 2018, replacing the Data Protection Directive 95/46/EC and imposing new obl
KerkoCite.ItemAlsoKnownAs: 2339240:RZBMFHXV 2405685:7S282BVZ

ICT in Education Policy - Ministry of Education (2016)
KerkoCite.ItemAlsoKnownAs: 2405685:SUI5EK55

On the effectiveness of game-like and social approaches in learning: Comparing educational gaming, gamification & social networking - de-Marcos, Luis; Garcia-Lopez, Eva; Garcia-Cabot, Antonio (Computers & Education, 2016)
Game-like approaches are becoming increasingly popular in education, with educational games and gamification drawing increasing levels of attention. While games specifically designed for educational purposes have been used for decades, gamification is particularly new and contrasting evidence was presented about its effectiveness. The potential of social networks has also been harnessed by educators and institutions either using popular social networking sites or specific educational instances. This paper studies how well-established approaches (educational game and social networking) compare with more novel ones (gamification and social gamification) in terms of learning performance in an undergraduate course. Four experimental conditions were compared in an experiment (N = 379). Results suggest that all experimental conditions significantly impact on learning performance, but social gamification returned better results in terms of immediacy and for all types of assessments.
shortDOI: 10/f8ggts KerkoCite.ItemAlsoKnownAs: 10.1016/j.compedu.2015.12.008 10/f8ggts 2339240:26FFSMAM 2405685:P8FAKBL8
Keywords: Educational game; Gamification; Learning; Social networking

Conceptual understanding of definite integral with GeoGebra - Tatar, Enver; Zengin, Yılmaz (Computers in the Schools, 2016)
This study aimed to determine the effect of a computer-assisted instruction method using GeoGebra on achievement of prospective secondary mathematics teachers in the definite integral topic and to determine their opinions about this method. The study group consisted of 35 prospective secondary mathematics teachers studying in the mathematics education program at a state university in Turkey. The study was carried out using an embedded design, and the Definite Integral Knowledge Test and an opinion form were used for data collection. Upon analyzing the data, the computer-assisted instruction method using GeoGebra was found to positively contribute to the success of teaching the definite integral topic. Prospective teachers stated that this method should be used in math courses as it creates a fun and interesting environment with dynamic learning elements, provides visualization and opportunities to learn mathematics through practice and exercises, enables thorough understanding and explication of skills, and makes way for conceptual learning instead of memorizing. Furthermore, this study was found to facilitate conceptual learning of the relationship between the lower sum, upper sum and Riemann sum.
KerkoCite.ItemAlsoKnownAs: 10.1080/07380569.2016.1177480 2339240:RFF77FWI 2405685:HKM9RVSU

Take advantage of demographic dividend - Kibaru-Mbae, Josephine; Chatterjee, Siddharth (UNFPA Kenya, 2016)
Kenya is at the cusp of a “demographic dividend” that could change the country’s fortunes in the first half of the 21st century, but only if the country takes the right steps towards investing in its youth.
KerkoCite.ItemAlsoKnownAs: 2339240:R986QUPX 2405685:6JJ9FYYB

Transforming teacher quality in the Global South: using capabilities and causality to re-examine teacher performance - Tao, Sharon (Palgrave Macmillan, 2016)
A common story of teachers from the Global South portrays them as deficient, unreliable and unprofessional. However, this book uses an innovative Capability Approach/Critical Realist lens to reveal the causal links between teachers' constrained capabilities and their 'criticised' behaviours and offer nuanced, creative strategies for improvements.
Google-Books-ID: kbPtCwAAQBAJ KerkoCite.ItemAlsoKnownAs: 2339240:IX6V82MK 2405685:B9ZP36MT
Keywords: Education / Comparative; Education / Educational Policy & Reform / General; Education / General; Education / Professional Development; Education / Teacher Training & Certification; Social Science / Anthropology / Cultural & Social; Social Science / Developing & Emerging Countries; Social Science / General; Social Science / Sociology / General

A Data Protection Framework for Learning Analytics - Cormack, Andrew Nicholas (Journal of Learning Analytics, 2016)
Most studies on the use of digital student data adopt an ethical framework derived from human-subject research, based on the informed consent of the experimental subject. However, consent gives universities little guidance on using learning analytics as a routine part of educational provision: which purposes are legitimate and which analyses involve an unacceptable risk of harm. Obtaining consent when students join a course will not give them meaningful control over their personal data three or more years later. Relying on consent may exclude those most likely to benefit from early intervention. This paper proposes a new framework based on the approach used in data protection law. Separating the processes of analysis (pattern-finding) and intervention (pattern-matching) gives students and staff continuing protection from inadvertent harm during data analysis. Students have a fully informed choice whether or not to accept individual interventions. Organizations obtain clear guidance: how to conduct analysis, which analyses should not proceed, and when and how interventions should be offered. The framework provides formal support for practices already being adopted and helps with several open questions in learning analytics, including its application to small groups and alumni, automated processing, and privacy-sensitive data.
KerkoCite.ItemAlsoKnownAs: 10.18608/jla.2016.31.6 2339240:GP98CEKP 2405685:MXJ5A83W

Tangerine® – Mobile Learning Assessments Made Easy - RTI International (RTI, 2016)
Since 2010, improving early grade reading has been a top priority for RTI and for many bilateral and multilateral donors, including the U.S. Agency for International Development (USAID), The World Bank, UK Aid and others. In support of this work and to improve upon paper forms of assessment, RTI developed a mobile assessment and coaching tool we dubbed Tangerine. Open source for all users, Tangerine is a first-of-its-kind software application optimized for offline data collection on low-cost Android tablets.
Library Catalog: www.rti.org EdTechHub.ItemAlsoKnownAs: 2405685:S8WJWDX2

The role of technology in addressing personalized learning - Andra, Nishitha (The University of Texas at Austin, 2016)
KerkoCite.ItemAlsoKnownAs: 2339240:W6AUBHCA 2405685:366DT2GB

Ethiopia Growth and Transformation Plan II (GTP II) | Green Growth Knowledge Platform - Ethiopia National Planning Commission (Federal Democratic Republic of Ethiopia, 2016)
KerkoCite.ItemAlsoKnownAs: 2405685:XG2MRXIK

National Information and Communications Technology Policy - Ministry of Works, Transport and Communication (The United Republic of Tanzania, 2016)
KerkoCite.ItemAlsoKnownAs: 2339240:LPI72AKH 2405685:CXRR6KB9

Teacher peer support in social network sites - Kelly, Nick; Antonio, Amy (Teaching and Teacher Education, 2016)
This paper describes the types of support that teachers are accessing through the Social Network Site (SNS) ‘Facebook’. It describes six ways in which teachers support one another within online groups. It presents evidence from a study of a large, open group of teachers online over a twelve week period, repeated with multiple groups a year later over a one week period. The findings suggest that large open groups in SNSs can be a useful source of pragmatic advice for teachers but that these groups are rarely a place for reflection on or feedback about teaching practice.
shortDOI: 10/f8np5n KerkoCite.ItemAlsoKnownAs: 10/f8np5n 2405685:FHCG5UYK
Keywords: Beginning teacher; Facebook; Natural language processing; Online professional development; Social network; Teacher; Teacher education

Student data protection in a South African ODL university context: risks, challenges and lessons from comparative jurisdictions - Singh, Divya; Ramutsheli, Mashamaite Peterlia (Distance Education, 2016)
Personal information is among the most significant assets for businesses today, and clear transactional rules are becoming increasingly important. Organizations, including universities, are charged with more responsibility than ever to protect the personal information used during the course of their business, specifically student data. The paper provides a broad contextual overview of the effects of data protection rules and presents a succinct, easy to digest introduction to the complex, often technical arena of student data management for universities. It highlights specific legal and ethical considerations on which universities, and particularly open distance learning institutions, will need to focus in order to ensure legislative and ethical compliance. Given the absence of precedent in South Africa, a comparative policy and practice review was applied to analyze available international legislation governing data privacy and protection to establish some of the trends, risks, and best practices.
Publisher: Routledge _eprint: https://doi.org/10.1080/01587919.2016.1184397 KerkoCite.ItemAlsoKnownAs: 10.1080/01587919.2016.1184397 2339240:GRG9RPT6 2405685:PXNL4WU6
Keywords: Data management systems; data privacy; rights of students; sharing of student data; university student data protection

Social vulnerability of rural households to flood hazards in western mountainous regions of Henan province, China - Liu, Delin; Li, Yue (Natural Hazards and Earth System Sciences, 2016)
Abstract. Evaluating social vulnerability is a crucial issue in risk and disaster management. In this study, a household social vulnerability index (HSVI) to flood hazards was developed and used to assess the social vulnerability of rural households in western mountainous regions of Henan province, China. Eight key indicators were identified using existing literature and discussions with experts from multiple disciplines and local farmers, and their weights were determined using principle component analysis (PCA) and an expert scoring method. The results showed that (1) the ratio of perennial work in other places, hazard-related training and illiteracy ratio (15+) were the most dominant factors of social vulnerability. (2) The numbers of high, moderate and low vulnerability households were 14, 64 and 16, respectively, which accounted for 14.9, 68.1 and 17.0 % of the total interviewed rural households, respectively. (3) The correlation coefficient between household social vulnerability scores and casualties in a storm flood in July 2010 was significant at 0.05 significance level (r = 0.748), which indicated that the selected indicators and their weights were valid. (4) Some mitigation strategies to reduce household social vulnerability to flood hazards were proposed, which included (1) improving the local residents' income and their disaster-related knowledge and evacuation skills, (2) developing emergency plans and carrying out emergency drills and training, (3) enhancing the accuracy of disaster monitoring and warning systems and (4) establishing a specific emergency management department and comprehensive rescue systems. These results can provide useful information for rural households and local governments to prepare, mitigate and respond to flood hazards, and the corresponding strategies can help local households to reduce their social vulnerability and improve their ability to resist flood hazard.
shortDOI: 10/f8sdhw KerkoCite.ItemAlsoKnownAs: 10.5194/nhess-16-1123-2016 10/f8sdhw 2339240:GAN6EQPK 2405685:DQC5IFF8

Localizing OER in Afghanistan: Developing a Multilingual Digital Library for Afghan Teachers - Oates, Lauryn; Hashimi, Jamshid (Open Praxis, 2016)
The Darakht-e Danesh (‘knowledge tree’) Online Library is the first open educational resource (OER) initiative in Afghanistan, established to enhance teacher subject-area knowledge, access and use of learning materials, and to foster more diverse teaching methodologies in order to improve learning outcomes in Afghan classrooms. This paper describes our experience developing this local language digital library, buildings its responsiveness to our audience of users as we progressed, customizing both the interface and the resources for Afghanistan’s education environment. We innovated methods to devise relevant local content, localized usability, developed different access models to reach different populations of users, integrated impact measurement, and opted to openly license material in the library’s collection. By making digital educational content open from the first introduction of digital repositories of learning objects in Afghan languages, we have an opportunity to establish the principle of openness and to promote open practices in teacher professional development in Afghanistan. The paper aims to share lessons on how OER can be customized for multilingual, resource-scarce contexts drawing from our experience to date in Afghanistan, and seeking to contribute to the literature on localization and multilingual OER.
Number: 2 shortDOI: 10/gg26fk KerkoCite.ItemAlsoKnownAs: 10.5944/openpraxis.8.2.288 10/gg26fk 2339240:C7TTPCLP 2339240:PYPNI5CG 2405685:6JQMFU42 2405685:GL8KDFQU 4803016:FHBDTUMJ
Keywords: Afghanistan; OER; language; localization; open access; teacher education; teacher professional development; teaching and learning materials

Expanding Early Childhood Enrollment: Mobile Schools in Mongolia - Borgen Project (The Borgen Project, 2016)
Mobile Schools in Mongolia: Mongolia has experienced an increase in kindergarten enrollment due to the emergence of mobile schools.
KerkoCite.ItemAlsoKnownAs: 2339240:4RSCSGYS 2405685:LGSCN4FJ

The Substitution Augmentation Modification Redefinition (SAMR) Model: a Critical Review and Suggestions for its Use - Hamilton, Erica; Rosenberg, Joshua; Akcaoglu, Mete (TechTrends, 2016)
The Substitution, Augmentation, Modification, and Redefinition (SAMR) model is a four-level, taxonomy-based approach for selecting, using, and evaluating technology in K-12 settings (Puentedura 2006). Despite its increasing popularity among practitioners, the SAMR model is not currently represented in the extant literature. To focus the ongoing conversation regarding K-12 educators’ understanding and implementation of technology, we provide a critical review of the SAMR model using theory and prior research. We focus on the absence of context, its hierarchical structure, and the emphasis placed on product over process and conclude with suggestions to guide educators’ and researchers’ technology integration efforts.
zotzenLib.CopiedFrom: 2339240:W3GKLWDB KerkoCite.ItemAlsoKnownAs: 10.1007/s11528-016-0091-y 2339240:W3GKLWDB 2405685:XWI5T9XF

Social Media Integration in Secondary Education in Pakistan - Ahmed, Rida (Journal of Education and Educational Development, 2016)
This paper investigates the adequacy of social media implementation in the context of secondary education in Pakistan and highlights the importance and necessity of social media in secondary education. This research has helped in understanding the pros and cons of social media implementation in classrooms and also facilitated in analyzing whether social media helps in student learning, classroom performances, competencies and academic grow. The qualitative study paradigm was used for this research. Six phenomenological interviews were conducted from secondary school teachers. In the light of the derived results. It was concluded that social media was an essential tool that could be used to make classrooms more engaging and ethnically diverse. Results suggested that teachers spent time implementing social media in their classrooms for academic purposes and teachers used these forums for self-education and to interact with like-minded people. Social media can serve the most momentous purposes in education system as today's digitalized world is all about the Internet and technology, and hence it becomes compulsory for the educationist to understand the importance social networking
Publisher: Institute of Business Management, Department of Education KerkoCite.ItemAlsoKnownAs: 10.22555/joeed.v3i1.712 2339240:4BTHKM5D 2405685:F6SK6AJK
Keywords: Classroom Techniques; Educational Resources; Educational Technology; Foreign Countries; Guidelines; Information Policy; Interviews; Phenomenology; Program Implementation; Qualitative Research; Relevance (Education); Secondary School Teachers; Social Media; Teacher Attitudes; Technology Integration; Technology Uses in Education

Mathematics Education in Sub-Saharan Africa: Status, Challenges, and Opportunities - Bethell, George (World Bank, 2016)
KerkoCite.ItemAlsoKnownAs: 2405685:RLWDJUUB

Community Development through Open Learning and Distance Education - Mehmood, Tahir; Hussain Ch, Abid; Saeed, Amna (Bulletin of Education and Research, 2016)
The global need for community development is greater now in the early 21st century than ever before. According to UNESCO, half of the world's 195 countries will have to expand their stock of educationist significantly, some by tens of thousands, if the goal development targets are desired to achieve. Socioeconomic inequities, political instability, demographic changes and crises such as the HIV/AIDs epidemic have engendered huge shortfalls in teacher supply and low teacher quality in many developing countries. Education serves as back bone in development process. Open learning and distance education programs are serving as pivotal part of development process. It is now clear that "bricks and mortar" approaches to expanding teacher education may not be adequate if the current and projected shortfalls in teacher supply and low teacher quality are to be properly addressed. The study is designed to measure the perceptions of teaching learning community about community development with special reference to open and distance learning. It was descriptive study which targeted teachers, students, community members and experts. Data analysis was carried out by using statistical techniques served by SPSS. Findings reflected that audience perceives open and distance learning as change agent and as development tool. It is noticed that target audience has driven prominent performance by using facility of open and distance learning.
Publisher: Institute of Education and Research KerkoCite.ItemAlsoKnownAs: 2339240:VXX3G7KQ 2405685:GTVRNDQ9
Keywords: Access to Education; Change Agents; Community Development; Developing Nations; Distance Education; Economic Development; Educational Change; Educational Quality; Foreign Countries; Gender Differences; Nongovernmental Organizations; Open Educational Resources; Social Differences; Specialists; Student Attitudes; Teacher Attitudes; Teacher Shortage; ⛔ No DOI found

Realising Affordable Internet in Bangladesh: A Case Study - Shadrach, B. (Alliance for Affordable Internet A4AI, 2016)
KerkoCite.ItemAlsoKnownAs: 2339240:FYPZUJF2 2405685:PPY8SALG

A Foot in the Door: Exploring the Role of Student Teaching Assignments in Teachers’ Initial Job Placements - Krieg, John M.; Theobald, Roddy; Goldhaber, Dan (Educational Evaluation and Policy Analysis, 2016)
We use data from Washington State to examine two stages of the teacher pipeline: the placement of prospective teachers into student teaching assignments and the hiring of prospective teachers into their first teaching positions. We find that prospective teachers are likely to complete their student teaching near their college and hometowns but that prospective teachers’ student teaching positions are much more predictive of their first teaching positions than their hometowns. This suggests that student teaching assignments may contribute to the “draw of home” in new teacher hiring. We also find that more qualified prospective teachers tend to student teach in more advantaged districts, suggesting that patterns in student teaching assignments may contribute to the inequitable distribution of teacher quality.
Publisher: American Educational Research Association KerkoCite.ItemAlsoKnownAs: 10.3102/0162373716630739 2339240:XGTLRY57 2405685:P7NCNLKU
Keywords: econometric analysis; economics of education; higher education; program evaluation

Should Touch Screen Tablets Be Used to Improve Educational Outcomes in Primary School Children in Developing Countries? - Hubber, Paula J.; Outhwaite, Laura A.; Chigeda, Antonie; McGrath, Simon; Hodgen, Jeremy; Pitchford, Nicola J. (Frontiers in Psychology, 2016)
shortDOI: 10/gdm2tc KerkoCite.ItemAlsoKnownAs: 10.3389/fpsyg.2016.00839 10/gdm2tc 2405685:JAYKPAWN

Education in Emergencies Endline Evaluation Report – Sierra Leone - Sankoh, Didan; Cowan, Emma (Girls' Education Challenge, UK Aid, 2016)
KerkoCite.ItemAlsoKnownAs: 2405685:G2I2A3Y5

A short guide on the use of technology in learning: Perspectives and toolkit for discussion - Haßler, Björn; Major, L; Warwick, P; Watson, S; Hennessy, S; Nichol, B (University of Cambridge, 2016)
Perspectives on Technology, Resources and Learning - Productive Classroom Practices, Effective Teacher Professional Development
EdTechHub.Source: 2129771:IEVE675M shortDOI: 10/ghgk6j KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.2626660 10/ghgk6j 2129771:IEVE675M 2339240:VNSW8D9S 2405685:D2DUUSMC
Keywords: _not_EdTechHub; dode_eth-src-dode; dode_eth-trf2-dode

Information and Communications Technology (ICT) for Accountability in the Primary Education Sector in the Democratic Republic of the Congo (DRC): Interim Results, Lessons Learned, and the Way Forward - World Bank (World Bank, 2016)
EdTechHub.ItemAlsoKnownAs: 2405685:56T9G2Y8

Using educational technology to develop early literacy skills in Sub-Saharan Africa - Abrami, Philip C.; Wade, C. Anne; Lysenko, Larysa; Marsh, Jonathon; Gioko, Anthony (Education and Information Technologies, 2016)
The research explores the impact of interactive, multimedia literacy software (ABRA) on the reading skills of early elementary students in Kenya. Twelve grade two English teachers and their students from six schools were randomly divided in half: an experimental group (N = 180) where ABRA was part of their English Language instruction and a control group (N = 174) where regular instruction was used. After the pre-test student data were collected, a three-day initial training and planning session were held for the experimental teachers on how to use ABRA to teach literacy. Every week each experimental class was bussed to a computer lab with full access to ABRA for one 90-min lesson. Teacher support included the alignment of ABRA lesson plans with the Kenyan English Language norms, weekly web conferences with the trainer, as well as technical and pedagogical help from staff at the lab site. After the 13-week intervention, significant and substantial gains in reading comprehension were found for ABRA students as measured by GRADE, a standardized test of literacy. In addition, ABRA students outperformed their peers in control classes on the core end-of-year subject exams including English, Mathematics, Science and Social Studies.
KerkoCite.ItemAlsoKnownAs: 10.1007/s10639-014-9362-4 2405685:N962IUNP 2486141:YREU5G6T
Keywords: Developing countries; Early literacy; Educational technology; Primary education

Does community involvement affect teacher effort? Assessing learning impacts of Free Primary Education in Kenya - Atuhurra, Julius F. (International Journal of Educational Development, 2016)
While the impressive school participation impacts of Universal Primary Education policies in Sub-Saharan Africa are widely recognized, attempts to measure learning gains from schooling remain minimal. Utilizing a unique international test score dataset, we measure and explain grade six reading and math learning outcomes in Kenya. By comparing competences between public and private schools before and after the introduction of free primary education, we find large achievement declines and inequalities based on gender and socioeconomic status. The declines are associated with low teacher efforts and community disengagement. Policy studies on community involvement in schools will likely lead to improved learning.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2016.03.008 2339240:G3NSWQKR 2405685:MBZJNJH3
Keywords: Community involvement; Educational policy; Learning achievement; Teacher effort

Improving procedural and conceptual mathematics outcomes: evidence from a randomised controlled trial in Kenya - Piper, Benjamin; Ralaingita, Wendi; Akach, Linda; King, Simon (Journal of Development Effectiveness, 2016)
To improve learning outcomes, an intervention in Kenya called the Primary Math and Reading (PRIMR) Initiative provided pupil learning materials, teachers’ guides and modest teacher professional development in mathematics. This paper presents the causal impact of PRIMR’s mathematics intervention on pupil achievement indices for procedural and conceptual numeracy, using a diﬀerences-in-diﬀerences analytic strategy. The mathematics intervention produced modest, statistically signiﬁcant results: generally similar results for males and females, a larger impact in grade 2 than grade 1, a larger impact in nongovernment schools than public schools, and smaller outcomes in mathematics than for English or Kiswahili. These ﬁndings have relevant policy implications in Kenya given an impending national mathematics programme.
shortDOI: 10/gftrqc KerkoCite.ItemAlsoKnownAs: 10.1080/19439342.2016.1149502 10/gftrqc 2339240:9H3B7D35 2405685:SUWZCIEL

Improving procedural and conceptual mathematics outcomes: evidence from a randomised controlled trial in Kenya - Piper, Benjamin; Ralaingita, Wendi; Akach, Linda; King, Simon (Journal of Development Effectiveness, 2016)
To improve learning outcomes, an intervention in Kenya called the Primary Math and Reading (PRIMR) Initiative provided pupil learning materials, teachers’ guides and modest teacher professional development in mathematics. This paper presents the causal impact of PRIMR’s mathematics intervention on pupil achievement indices for procedural and conceptual numeracy, using a differences-in-differences analytic strategy. The mathematics intervention produced modest, statistically significant results: generally similar results for males and females, a larger impact in grade 2 than grade 1, a larger impact in nongovernment schools than public schools, and smaller outcomes in mathematics than for English or Kiswahili. These findings have relevant policy implications in Kenya given an impending national mathematics programme.
Publisher: Routledge _eprint: https://doi.org/10.1080/19439342.2016.1149502 KerkoCite.ItemAlsoKnownAs: 10.1080/19439342.2016.1149502 2339240:U483WVFF 2405685:J47PXP4U
Keywords: Kenya; Numeracy; elementary school; instruction; international education; mathematics

Minding our language: why education and technology is full of bull**** … and what might be done about it - Selwyn, Neil (Learning, Media and Technology, 2016)
Extra URL: https://doi.org/10.1080/17439884.2015.1012523 KerkoCite.ItemAlsoKnownAs: 10.1080/17439884.2015.1012523 10/gf9nv5 2339240:3PWH37HP 2405685:NT57U744 2534378:VU6K2AYK
Keywords: ___working_potential_duplicate

Minding our language: why education and technology is full of bullshit … and what might be done about it - Selwyn, Neil (Learning, Media and Technology, 2016)
shortDOI: 10/gf9nv5 KerkoCite.ItemAlsoKnownAs: 10.1080/17439884.2015.1012523 10/gf9nv5 2339240:3PWH37HP 2339240:HZWQTQU6 2405685:74BCG3AI 2405685:V9FLJKWX
Keywords: ___working_potential_duplicate

What Really Works to Improve Learning in Developing Countries?: An Analysis of Divergent Findings in Systematic Reviews - Evans, David K.; Popova, Anna (World Bank Research Observer, 2016)
Over the course of just two years, at least six reviews have examined interventions that seek to improve learning outcomes in developing countries. Although the reviews ostensibly have the same objective, they reach sometimes starkly different conclusions. The first objective of this paper is to identify why reviews diverge in their conclusions and how future reviews can be more effective. The second objective is to identify areas of overlap in the recommendations of existing reviews of what works to improve learning. This paper demonstrates that divergence in the recommendations of learning reviews is largely driven by differences in the samples of research incorporated in each review. Of 229 studies with student learning results, the most inclusive review incorporates less than half of the total studies. Across the reviews, two classes of programs are recommended with some consistency. Pedagogical interventions that tailor teaching to student learning levels—either teacher-led or facilitated by adaptive learning software—are effective at improving student test scores, as are individualized, repeated teacher training interventions often associated with a specific task or tool. Future reviews will be most useful if they combine narrative review with meta-analysis, conduct more exhaustive searches, and maintain low aggregation of intervention categories.
Accepted: 2018-02-02T19:38:07Z Place: Washington, DC Publisher: World Bank KerkoCite.ItemAlsoKnownAs: 10.1093/wbro/lkw004 2339240:XHH9MR2V 2405685:VNUUVGSU 4656463:EAE8E8C8
Keywords: Education; Human Capital; Impact Evaluation; Student Learning

Reaching All Children with Education: RACE II (2017-2021) - Ministry of Education and Higher Education (Lebanon) (2016)
KerkoCite.ItemAlsoKnownAs: 2339240:5BIDEJL3 2405685:KRC2IAIR

Pedagogic change by Zambian primary school teachers participating in the OER4Schools professional development programme for one year - Hennessy, Sara; Haßler, Björn; Hofmann, R. (Research Papers in Education, 2016)
Supporting and upskilling teachers are essential to enhancing the quality of learning in developing contexts – the focus of Education For All – yet little evidence exists concerning what kinds of teacher education are actually most effective and what changes in ‘quality’ are desired and feasible. This paper illustrates how a concrete, research-informed school-based, model of professional development in sub-Saharan Africa can address the quality agenda. It reports on a trial of a pioneering, multimedia programme supporting interactive mathematics and science teaching using open educational resources and classroom digital technology, where available. The programme was carefully adapted to the Zambian context and ran weekly for one school year with 12 teachers in a low-resourced primary school. The study examined the impact on teachers' thinking and classroom practices. Data were derived from observations, lesson and workshop recordings, teacher interviews, portfolios and audio diaries. Through a teacher-led workshop approach and trialling new pedagogical strategies, teachers raised their expectations of pupils, adapted to learners’ knowledge levels, used more practical and group work, and integrated technology use. Pupils built deeper understanding of subject matter, were actively engaged, worked collaboratively and used digital technologies for problem-solving.
shortDOI: 10/gftr46 KerkoCite.ItemAlsoKnownAs: 10.1080/02671522.2015.1073343 10/gftr46 10/ghgnfx 2129771:4DDI7MD4 2129771:CPWUEHPK 2129771:DLXY6Q8J 2129771:QGHFB3QL 2129771:WHB6UUT9 2339240:8PZIPSBY 2339240:ASBRKMNU 2339240:UTDG7DWR 2339240:VBAD27XQ 2405685:C677I5RF 2405685:CHHQANDG 2405685:CSCFPKV2 2405685:F6292I9Z 2405685:LDKZC9TP 2405685:NAJLZ3FE 2405685:NK5HW6CV 2405685:R5KQR27A 2405685:S9FRC57W 2405685:VZ562RQX 2405685:YBR4RYHA 2534378:4NJUGCID 2534378:E2PEHWQT 2534378:GGBWWEIN 2534378:HQ26LIRW 2534378:QVE8VZAZ 2534378:Z7EEHWT2 257089:AGK9WB3X 257089:FXEJEAA9 261451:ENUVRNA2 261495:4NPFWURU 261495:YIZHH9Z5
Keywords: C:sub-Saharan Africa; CAREER development; EDUCATION – Study & teaching; GRADUATE education; PROFESSIONAL education; TEACHER training; ZAMBIA; Zambia; __:import:01; __:match:final; __:matched; __:study_id:2099887; ___working_potential_duplicate; __finaldtb; digital technology; docs.opendeved.net; dode_eth-src-dode; dode_eth-trf2-dode; interactive pedagogy; open educational resources; sub-Saharan Africa; teacher professional development

Why He Won’t Send His Daughter to School—Barriers to Girls’ Education in Northwest Pakistan: A Qualitative Delphi Study of Pashtun Men - Jamal, Aamir (SAGE Open, 2016)
Resistance to girls’ education in Pakistan has long been an intractable problem; the lowest enrolment figures are in Pashtun areas. This study focused on Pashtu...
Publisher: SAGE PublicationsSage CA: Los Angeles, CA KerkoCite.ItemAlsoKnownAs: 10.1177/2158244016663798 2339240:HP4SWVLE 2405685:S943ZV3C

Principals' Instructional Leadership Styles and their effect on Tutors on ICT integration in teaching Science - Omwenga, Ezekiel (2016)
The study was carried out to determine the influence of the Principals' leadership style and its effect on the tutors' ICT integration in teaching in Nyanza Region Kenya. One research question and research hypothesis guided the study. The population comprised of 30 Principals and 160 Tutors. A questionnaire and an interview schedule were used to collect data from the Principals and Tutors. Cronbach alpha reliability computation was done to determine the overall reliability of the instrument. Cronbach alpha coefficient of 0.9 and higher was considered reliable. Pearson correlation coefficient, mean and standard deviation were used to analyze data collected and the hypothesis was tested at 0.01 alpha levels. The results from the data analysis indicated there was a direct linear relationship between principal's instructional leadership styles and the teachers' integration of ICT in teaching of science. Based on the findings of the study, it was recommended that the Government of Kenya should develop policies to guide the instructional leaders, KICD, TSC, MOEST and KESI to develop guidelines for Tutors in ICT integration during the teaching of Science.
KerkoCite.ItemAlsoKnownAs: 2339240:EJ4NX3TX 2405685:AJ7SJMEA

Evaluating Mobile Survey Tools (MSTs) for Field-Level Monitoring and Data Collection: Development of a Novel Evaluation Framework, and Application to MSTs for Rural Water and Sanitation Monitoring - Fisher, Michael B.; Mann, Benjamin H.; Cronk, Ryan D.; Shields, Katherine F.; Klug, Tori L.; Ramaswamy, Rohit (International Journal of Environmental Research and Public Health, 2016)
Information and communications technologies (ICTs) such as mobile survey tools (MSTs) can facilitate field-level data collection to drive improvements in national and international development programs. MSTs allow users to gather and transmit field data in real time, standardize data storage and management, automate routine analyses, and visualize data. Dozens of diverse MST options are available, and users may struggle to select suitable options. We developed a systematic MST Evaluation Framework (EF), based on International Organization for Standardization/International Electrotechnical Commission (ISO/IEC) software quality modeling standards, to objectively assess MSTs and assist program implementers in identifying suitable MST options. The EF is applicable to MSTs for a broad variety of applications. We also conducted an MST user survey to elucidate needs and priorities of current MST users. Finally, the EF was used to assess seven MSTs currently used for water and sanitation monitoring, as a validation exercise. The results suggest that the EF is a promising method for evaluating MSTs.
Number: 9 Publisher: Multidisciplinary Digital Publishing Institute KerkoCite.ItemAlsoKnownAs: 10.3390/ijerph13090840 2405685:ZGWRS463 2486141:F5QF34FL
Keywords: ICT; communications; data; evaluation; information; mobile; software; survey; technology; water

Much ado about nothing? Zero-rating in the African content - Gillwald, Alison; Chair, Chenai; Futter, Ariel; Koranteng, Kweku; Odufuwa, Fola; Walubengo, John (Research ICT Africa, 2016)
KerkoCite.ItemAlsoKnownAs: 2405685:ZTWKPG2C 5085376:TZV5IKYY

The learning generation: investing in education for a changing world - The Education Commission (2016)
KerkoCite.ItemAlsoKnownAs: 2339240:V38KXCY9 2405685:HWYYANS4

Fuzzy Boundaries Between Post-Disaster Phases: The Case of L’Aquila, Italy - Contreras, Diana (International Journal of Disaster Risk Science, 2016)
A number of indices have been developed for measuring vulnerability to disasters, but little attention has been paid to recovery indices. Post-disaster periods are usually divided into four phases. The terms established by the United Nations Development Programme for post-disaster phases—relief, early recovery, recovery, and development—are used in this article. This research examines the hypothesis that the boundaries between post-disaster recovery phases are fuzzy and should be defined by the progress achieved in the recovery process, rather than by the amount of time elapsed since the event. The methodology employed involved four steps: fieldwork, mapping, identification of indicators, and assessment. The case study area was the city of L’Aquila in the Abruzzo region of central Italy, which was struck by an earthquake in April 2009. For each phase of the recovery process in L’Aquila a score was calculated based on the progress observed in 2016, 7 years after the earthquake. The highest score went to the early recovery phase (14 points), followed by the recovery phase (13 points), the development phase (12 points), and the relief phase (4 points). The results demonstrate the possibility of defining post-disaster recovery phases in an affected area based on measuring achievements through indicators rather than defining recovery phases in terms of elapsed time after a disaster.
KerkoCite.ItemAlsoKnownAs: 10.1007/s13753-016-0095-4 2339240:T6CY76IU 2405685:KA8GKPV7
Keywords: Disaster recovery; Earthquakes; Geographical information system (GIS); L’Aquila; Post-disaster phases; Spatial indicators

Improving Education in Developing Countries: Lessons From Rigorous Impact Evaluations - Ganimian, Alejandro J.; Murnane, Richard J. (Review of Educational Research, 2016)
In this article, we reviewed and interpreted the evidence from 223 rigorous impact evaluations of educational initiatives conducted in 56 low- and middle-income countries. We considered for inclusion in our review all studies in recent syntheses that have reached seemingly conflicting conclusions about which interventions improve educational outcomes. We grouped interventions based on their theory of action. We derived four lessons from the studies we review. First, reducing the costs of going to school and expanding schooling options increase attendance and attainment, but do not consistently increase student achievement. Second, providing information about school quality, developmentally appropriate parenting practices, and the economic returns to schooling affects the actions of parents and the achievement of children and adolescents. Third, more or better resources improve student achievement only if they result in changes in children?s daily experiences at school. Fourth, well-designed incentives increase teacher effort and student achievement from very low levels, but low-skilled teachers need specific guidance to reach minimally acceptable levels of instruction.
Publisher: American Educational Research Association shortDOI: 10/gftsqv KerkoCite.ItemAlsoKnownAs: 10.3102/0034654315627499 10/gftsqv 2405685:K7UCCCJN

Blended Learning Approach to Develop the Teachers’ TPACK - Qasem, Arwa Ahmad Abdo; Viswanathappa, Gandla (Contemporary Educational Technology, 2016)
A theoretical framework has emerged recently to guide research in the teachers’ use of ICT and it is the technological pedagogical content knowledge (TPACK). Early research indicates that Blended learning is increasingly being adopted at all levels of educational system. It is considered as a way to foster engaging in interactive learning experiences. The purpose of this article was to determine the levels of ICT knowledge on e-course design through blended learning approach among science teachers of secondary schools in Yemen. The study was conducted on the sample of 60 science teacher trainees in Ibb city. The ICT knowledge scale was used based on TPACK. To analyze the data t-test was used. The findings in this study indicated that TPACK has provided a valuable tool for assessing teacher knowledge in the area of technology integration, the teachers’ ICT knowledge was above average in two groups, and there is significant difference between experimental and control groups on ICT knowledge scale. Recommendations are made for future research on online collaboration activities to raise awareness of factors related to online group work and to determine the in-service training needs of teachers on ICT use to follow-up support and to ensure successful utilization of new technologies.
shortDOI: 10/gg26df KerkoCite.ItemAlsoKnownAs: 10.30935/cedtech/6176 10/gg26df 2339240:JARNFB99 2405685:CAKUBZNG 2405685:JNGNZCFI 2405685:R6GN9UGF 2534378:245NY58C 2534378:A54BPCIJ 2534378:M6L5C695 2534378:NXMUR56C 4803016:X5X5C56N
Keywords: Blended Learning; Computer Assisted Instruction; Control Groups; ERIC; Current Index to Journals in Education (CIJE); Experimental Groups; Foreign Countries; Higher Education; Information Technology; Instructional Design; Instructional Effectiveness; Knowledge Level; Likert Scales; Online Courses; Pedagogical Content Knowledge; Postsecondary Education; Preservice Teachers; Pretests Posttests; Quasiexperimental Design; Science Teachers; Secondary Education; Secondary School Teachers; Technological Literacy; Technology Uses in Education; Trainees; Yemen; __:import:01; __:match:final; __:matched; __:study_id:2096173; __finaldtb

Does private schooling narrow wealth inequalities in learning outcomes? Evidence from East Africa - Alcott, Benjamin; Rose, Pauline (Oxford Review of Education, 2016)
In many low- and lower-middle-income countries, private schools are often considered to offer better quality of education than government schools. Yet, there is a lack of evidence to date on their role in reducing inequalities: namely, the extent to which private schooling improves learning among the most disadvantaged children. Our paper uses household survey data from Kenya, Tanzania, and Uganda to identify whether any observed impact of private schooling on core literacy and numeracy skills differs according to children’s household wealth. We demonstrate wealth gaps in access to private schooling, and use inferential models to account for observable differences between those who do and do not enrol in private schools. In Kenya and Uganda, we find that private schooling appears to improve the chances of children learning relative to their peers in government schools, but the chances of the poorest children learning in private schools remains low and is at best equivalent to the richest learning in government schools. In Tanzania, private schooling does not seem to improve poorer children’s learning, whereas it does for richer children. These findings raise a caution about the extent to which private provision can help narrow learning inequalities.
shortDOI: 10/gftss4 KerkoCite.ItemAlsoKnownAs: 10.1080/03054985.2016.1215611 10/gftss4 2405685:UIP8CZ6M 261495:Q3BWUMWN
Keywords: CitedIn:OER4Schools-HHH3-B; CitedIn:PhD_Thesis; East Africa; Kenya; Learning outcomes; Tanzania; Uganda; education policy; inequality; private schooling

Why is flipped learning so popular in schools? - Promethean Blog (ResourcED: Promethean Blog, 2016)
With flipped learning, students can save any questions for the classroom, ensuring that help and support is available exactly when it's needed.
KerkoCite.ItemAlsoKnownAs: 2339240:I38346EV 2405685:3S55AGQU

Training Teachers on the Job: What Works and How to Measure It - Popova, Anna; Evans, David K.; Arancibia, Violeta (World Bank, 2016)
shortDOI: 10/gftsst KerkoCite.ItemAlsoKnownAs: 10.1596/1813-9450-7834 10/gftsst 2339240:C3T3XHZP 2405685:9TQFMR8Y
Keywords: C:Low- and middle-income countries

Improving Accessibility on Flickr - Nuh, Yerusha (Flickr Blog, 2016)
We’re excited to detail a number of new accessibility features enabled on Flickr. Read more here.
EdTechHub.ItemAlsoKnownAs: 2405685:F8MCR2DG

Payment by results in nineteenth-century British education: A study in how priorities change - Midgley, Henry (Journal of Policy History, 2016)
//static.cambridge.org/content/id/urn%3Acambridge.org%3Aid%3Aarticle%3AS0898030616000300/resource/name/firstPage-S0898030616000300a.jpg
Publisher: Cambridge University Press KerkoCite.ItemAlsoKnownAs: 10.1017/S0898030616000300 2339240:W544BZAF 2405685:IS9JBTGX 4656463:IQRC9W8K

How to do (or not to do)… gender analysis in health systems research - Morgan, Rosemary; George, Asha; Ssali, Sarah; Hawkins, Kate; Molyneux, Sassy; Theobald, Sally (Health Policy and Planning, 2016)
Gender-the socially constructed roles, behaviours, activities and attributes that a given society considers appropriate for males, females and other genders-affects how people live, work and relate to each other at all levels, including in relation to the health system. Health systems research (HSR) aims to inform more strategic, effective and equitable health systems interventions, programs and policies; and the inclusion of gender analysis into HSR is a core part of that endeavour. We outline what gender analysis is and how gender analysis can be incorporated into HSR content, process and outcomes Starting with HSR content, i.e. the substantive focus of HSR, we recommend exploring whether and how gender power relations affect females and males in health systems through the use of sex disaggregated data, gender frameworks and questions. Sex disaggregation flags female-male differences or similarities that warrant further analysis; and further analysis is guided by gender frameworks and questions to understand how gender power relations are constituted and negotiated in health systems. Critical aspects of understanding gender power relations include examining who has what (access to resources); who does what (the division of labour and everyday practices); how values are defined (social norms) and who decides (rules and decision-making). Secondly, we examine gender in HSR process by reflecting on how the research process itself is imbued with power relations. We focus on data collection and analysis by reviewing who participates as respondents; when data is collected and where; who is present; who collects data and who analyses data. Thirdly, we consider gender and HSR outcomes by considering who is empowered and disempowered as a result of HSR, including the extent to which HSR outcomes progressively transform gender power relations in health systems, or at least do not further exacerbate them.
KerkoCite.ItemAlsoKnownAs: 10.1093/heapol/czw037 10/ggcjsz 2339240:JEQ8AMQT 2405685:H26H5JAV 2339240:JEQ8AMQT
Keywords: Female; Framework; Health Services Research; Humans; Male; Power (Psychology); Sex Factors; Sexism; Social Norms; _C:Bangladesh BGD; _C:Canada CAN; _C:Finland FIN; _C:Kenya KEN; _C:Malawi MWI; _C:Mozambique MOZ; _C:Nepal NPL; _C:South Africa ZAF; _C:Uganda UGA; _C:Yemen YEM; __C:scheme:1; gender; gender analysis; health systems; health systems research

TextTETEA — An SMS-based education service - Neumann, Michael; Wincewicz, Keegan (2016 IEEE Global Humanitarian Technology Conference (GHTC), 2016)
Tanzania has experienced a rapid increase in the number of secondary school students but has struggled with the quality of education provided at public schools. While teachers and textbooks can be scarce in classrooms, particularly in rural areas, basic mobile phones are widespread across the country. In this paper we present TextTETEA, an SMS-based service that provides education content to Tanzanian students. We describe the TextTETEA system architecture, features currently available, and usage data during initial field testing.
shortDOI: 10/ggqkgw KerkoCite.ItemAlsoKnownAs: 10.1109/GHTC.2016.7857298 10.1109/ghtc.2016.7857298 10/ggqkgw 2339240:7RNK5XEE 2339240:X4LRAHM2 2405685:HT2SLISS 2405685:L533YR9G
Keywords: Education; Government; Internet; Mobile communication; SMS-based education service; Smart phones; Sociology; Tanzanian students; TextTETEA system architecture; appropriate technology; education quality; educational institutions; educational technology; electronic messaging; field testing; mobile handsets; mobile learning; mobile phones; public schools; secondary school students; usage data

Girls’ Schooling is Good, Girls’ Schooling with Learning is Better - Oye, Mari; Pritchett, Lant; Sandefur, Justin (Education Commission, 2016)
KerkoCite.ItemAlsoKnownAs: 2339240:8HJ4MAIU 2405685:ER8IF9C2 4656463:FYX9F3XN

Translation through text: How Nowall can help refugees overcome the language barrier - Kirk, Joanna (Techfugees, 2016)
Library Catalog: techfugees.com Section: All news KerkoCite.ItemAlsoKnownAs: 2405685:DFM4L4LJ

Bangladesh: ensuring education for all Bangladeshis - World Bank (World Bank, 2016)
Bangladesh has made remarkable gains over the past two decades by ensuring access to education, especially at the primary level and for girls. The country’s net enrollment rate at the primary school level increased from 80 percent in 2000 to 98 percent in 2015.
KerkoCite.ItemAlsoKnownAs: 10/07/ensuring-education-for-all-bangladeshis 2339240:LV2HIFEQ 2405685:NEQZBPBW LV2HIFEQ
Keywords: Asia; South Asia

The OER World Map Project, phase IV - Neumann, Jan (The William and Flora Hewlett Foundation, 2016)
EdTechHub.ItemAlsoKnownAs: 2405685:82VYBCGD

Accelerated Education Programs in Crisis and Conflict: Building Evidence and Learning - Baxter, Pamela; Ramesh, Aparna; Menendez, Alicia; North, Lindsay (USAID, 2016)
KerkoCite.ItemAlsoKnownAs: 2339240:UE4JKC88 2405685:2DB7N5CB

Forum: A governmentality perspective on the Common Core - Brass, Jory (Research in the Teaching of English, 2016)
The Common Core State Standards (CCSS) have anchored an education policy apparatus that seeks to reconstruct much of the work of curriculum, teaching, and teacher education. However, teachers and teacher education faculty have often struggled to
KerkoCite.ItemAlsoKnownAs: 2339240:8ZPKUMFV 2405685:425PDIYE
Keywords: ⚠️ Invalid DOI; ⛔ No DOI found

Implementing mother tongue instruction in the real world: Results from a medium-scale randomized controlled trial in Kenya - Piper, Benjamin; Zuilkowski, Stephanie S.; Ong’ele, Salome (Comparative Education Review, 2016)
Research in sub-Saharan Africa investigating the effect of mother tongue (MT) literacy instruction at medium scale is limited. A randomized controlled trial of MT literacy instruction was implemented in 2013 and 2014 as part of the Primary Math and Reading (PRIMR) Initiative in Kenya. We compare the effect of two treatment groups—the base PRIMR program teaching literacy in English and Kiswahili and the PRIMR-MT program, which taught literacy in English, Kiswahili, and mother tongue—in two different language environments. Implementation of the MT program faced challenges because many educators were not speakers of the languages, some communities resisted mother tongue instruction, and some areas were more language heterogeneous. Effect sizes on MT literacy averaged between 0.3 and 0.6 standard deviations. The base PRIMR program also increased MT learning outcomes in some measures but had smaller effects than the PRIMR-MT program in oral reading fluency and comprehension.
Publisher: The University of Chicago Press KerkoCite.ItemAlsoKnownAs: 10.1086/688493 2405685:LXC5KVML 4042040:N6P4YDEN

Improving literacy and math instruction at scale in India’s primary schools: The case of Pratham’s Read India program - Banerji, Rukmini; Chavan, Madhav (Journal of Educational Change, 2016)
Pratham’s “Read India” initiative is a large-scale intervention to improve basic learning and arithmetic among children in primary school. It was started almost 10 years ago and has evolved considerably over time. Currently, this initiative uses two strategies. The first strategy is to work directly with village communities and local schools to improve children’s learning. “Learning camps” are organized in the local school or community for a period of 6–10 days at a time. Local village volunteers help to teach children who are organized in groups by their level of learning. These camps—intensive bursts of focused instruction—are repeated several times during the year. This model which has been rigourously evaluated shows that children’s learning levels improve significantly. The second strategy is to work with the government. This approach is used when school systems want to partner or collaborate with Pratham for improving basic learning. The key element here too is grouping children and teaching them from their level rather than by their grade. This approach also shows promising results. Independent evaluations and randomized control trials conducted on both models have indicated significant impact. Moving between the present set of conditions in India and past lessons, this case describes a decade-long journey of efforts to change teaching and learning at the ground level as well the efforts to bring about significant shifts in priority at the system level. The “Read India” case presented here contributes knowledge on strategies under which effective pedagogy can be brought to scale. It also discusses challenges of transforming instructional change in a context of low initial capacity at the school and system levels, where attention to rapid expansion of access to school had kept aside for a long time critical questions about teaching quality and learning outcomes. A second contribution of “Read India” to current knowledge on large-scale educational change relates to the role non-government actors such as Pratham can play in bringing effective pedagogy to scale to improve student learning.
KerkoCite.ItemAlsoKnownAs: 10.1007/s10833-016-9285-5 2339240:6F6UMYHI 2405685:NAFYVSTY

Multilingual language policy and mother tongue education in Timor-Leste: a multiscalar approach - Caffery, Jo; Coronado, Gabriela; Hodge, Bob (Language Policy, 2016)
This article looks at multilingual, mother-tongue-based language policies influenced by colonial and postcolonial histories and globalization processes. We use multiscalar analysis to show these policies as creative responses to problems affected by national and international forces. Our study focuses on Timor-Leste, specifically a pilot mother-tongue-based multilingual education program. We analyse the program’s practices and successful outcomes, in the adverse circumstances of this small, impoverished, recently independent nation, as it attempts to manage high levels of linguistic diversity (16 mother tongues and a five-language destination system) through multilingual education. We also identify tensions and problems that impinge on the outcomes for this ambitious program. Despite the obstacles, Timor-Leste’s multiscalar multilingual literacy policy is an important case that reinforces the significance of mother tongue education as a response to global complexity. The pilot program provides valuable lessons for many other parts of the world with similar problems, particularly for nations with comparable colonial histories.
KerkoCite.ItemAlsoKnownAs: 10.1007/s10993-015-9393-8 2405685:BNX4YVWA 4042040:GWJV7DU6

Organising a strategic phase in the budget process - Long, Cathal; Welham, Bryn (2016)
This public financial management (PFM) introductory guide offers governments in low-capacity contexts a list of tools to improve the strategic phase of the budget process.
KerkoCite.ItemAlsoKnownAs: 2339240:4RISPTH3 2405685:H78XAJHJ 4656463:DEXM3UX2

Press release: ITU Telecom World Awards 2016 winners announced... - ITU Telecom World (ITU, 2016)
KerkoCite.ItemAlsoKnownAs: 2339240:AJQXZF46 2405685:BZQNBQY8

Out-of-School Children and Youth - UNESCO (2016)
About 258 million children and youth are out of school, according to UIS data for the school year ending in 2018. The total includes 59 million children of primary school age, 62 million of lower secondary school age and 138 million of upper secondary age....
Last Modified: 2020-01-16 KerkoCite.ItemAlsoKnownAs: 2405685:6MYLJ6PF 4042040:MWCR7BIW

Teaching Strategies for Instructional Quality: Insights from the TALIS-PISA Link Data - OECD (2016)
Series: OECD Education Working Papers Volume: 148 KerkoCite.ItemAlsoKnownAs: 10.1787/5jln1hlsr0lr-en 2339240:TG2NA6AM 2405685:UFMYLTMN

Chile - UNESCO (2016)
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Last Modified: 2017-04-12 KerkoCite.ItemAlsoKnownAs: 2339240:QLE4E9IH 2405685:P5XV58Y6

The Learning Economy and the Economics of Hope - Lundvall, Bengt-Ake (Anthem Pr, 2016)
EdTechHub.ItemAlsoKnownAs:2405685:UXLKGYEP
Keywords: DIAL-RDO; Economic aspects; Information technology; Knowledge economy; Technological innovations

Education data for decision making (EDDATA II): key achievements and lessons learned; final report | UNESCO IIEP Learning Portal - Mulcahy-Dunn, Amy; Dick, Anna; Crouch, Luis; Newton, Erin (USAID; RTI International, 2016)
USAID's Education Data for Decision Making (EdData II) was implemented over a 12 year period beginning in 2004. EdData II had at its core the goal of improving access to data for USAID Missions and host country ministries, to use for making informed policy decisions. The tools and research developed under EdData II whelped to inform the development of learning metrics under the Sustainable Development Goals (2015); provide evidence to support the design and monitor the implementation of USAID's 2011-2017 Education strategy, and provide actionable, high-quality data to inform policy and practice in around 35 countries. The report reflects on EdData II and the project's impact, providing a summary of the most salient and impactful project activities, and drawing key lessons from their development and implementation. [...] The report is divided into four sections, as follows. Sections 1 and 2 begin with an overview of the background and key accomplishments of the EdData II contract and objectives, followed by a synopsis of EdData II task orders and their scope. Section 3, the main body of the report, delineates the key technical achievements of the program, including data collection tools, analysis, and measurement; pilot intervention programs; original and secondary research; and dissemination activities, as well as the implications of each. Section 4 reflects on the lessons learned from this work. In addition, several annexes provide further details about various aspects of the program.
EdTechHub.ItemAlsoKnownAs: 2405685:5QRX64GB

Child labour and education: a survey of slum settlements in Dhaka - Quattri, Maria; Watkins, Kevin (Overseas Development Institute (ODI), 2016)
KerkoCite.ItemAlsoKnownAs: 2339240:5CM599U7 2405685:992VL32B

Theme 5: Teaching and Learning Materials (Professional Development Guide For Student Teachers) - T-TEL Professional Development Programme (Ministry of Education (Ghana), 2016)
EdTechHub.ItemAlsoKnownAs: 2405685:Q6V7CX64

A Map of Threats to Validity of Systematic Literature Reviews in Software Engineering - Zhou, Xin; Jin, Yuqin; Zhang, He; Li, Shanshan; Huang, Xin (2016 23rd Asia-Pacific Software Engineering Conference (APSEC), 2016)
Context: The assessment of Threats to Validity (TTVs) is critical to secure the quality of empirical studies in Software Engineering (SE). In the recent decade, Systematic Literature Review (SLR) was becoming an increasingly important empirical research method in SE. One of the mechanisms of insuring the level of scientific value in the findings of an SLR is to rigorously assess its validity. Hence, it is necessary to realize the status quo and issues of TTVs of SLRs in SE. Objective: This study aims to investigate the-state-of-the-practice of TTVs of the SLRs published in SE, and further support SE researchers to improve the assessment and strategies against TTVs in order to increase the quality of SLRs in SE. Method: We conducted a tertiary study by reviewing the SLRs in SE that report the assessment of TTVs. Results: We identified 316 SLRs published from 2004 to the first half of 2015, in which TTVs are discussed. The issues associated to TTVs were also summarized and categorized. Conclusion: The common TTVs related to SLR research, such as internal validity and reliability, were thoroughly discussed in most SLRs. The threats to construct validity and external validity drew less attention. Moreover, there are few strategies and tactics being reported to cope with the various TTVs.
ISSN: 1530-1362 KerkoCite.ItemAlsoKnownAs: 10.1109/APSEC.2016.031 2405685:ZFKRT7NL
Keywords: Bibliographies; Data mining; Evidence-Based Software Engineering; Manuals; Search problems; Software; Software engineering; Systematic (Literature) Review; Systematics; Threats to Validity

The role of parents in the engagement of young children with digital technologies: Exploring tensions between rights of access and protection, from ‘Gatekeepers’ to ‘Scaffolders’ - Dias, Patrícia; Brito, Rita; Ribbens, Wannes; Daniela, Linda; Rubene, Zanda; Dreier, Michael; Gemo, Monica; Di Gioia, Rosanna; Chaudron, Stéphane (Global Studies of Childhood, 2016)
This study investigates the role played by parents as mediators of young children’s access and engagement with digital technologies. In Belgium, Germany, Latvia and Portugal, qualitative in-depth interviews were conducted with 10 families in each country, including one child between 6 and 7 years old. Our findings show that parents of young children mainly play the role of ‘gatekeepers’ when it comes to facilitating and constraining access to and use of digital technologies. Parents’ perceptions of the efficacy of digital technologies as responsible entertainment and as educational tools influence the technologies available at home and accessible to the child. These perceptions in turn impact parents’ mediation strategies with regard to children’s actual use of digital technologies, with restrictive mediation – of time and less of content – and supervision applied most. The power exerted by parents over access and use may be understood as a limitation of the children’s rights. On the other hand, parents are not always concerned with the right of protection as they believe – sometimes incorrectly – that they are in control of the content their children are exposed to.
Publisher: SAGE Publications KerkoCite.ItemAlsoKnownAs: 10.1177/2043610616676024 2339240:FJ79XEXS 2339240:W2VDPGKE 2405685:C9LWTMEE 2405685:GSXXHBSB
Keywords: Children; digital technologies; gatekeepers; parental mediation; scaffolders

A computational literature review of the technology acceptance model - Mortenson, Michael J.; Vidgen, Richard (International Journal of Information Management, 2016)
A literature review is a central part of any research project, allowing the existing research to be mapped and new research questions to be posited. However, due to the limitations of human data processing, the literature review can suffer from an inability to handle large volumes of research articles. The computational literature review (CLR) is proposed here as a complementary part of a wider literature review process. The CLR automates some of the analysis of research articles with analyses of impact (citations), structure (co-authorship networks) and content (topic modeling of abstracts). A contribution of the paper is to demonstrate how the content of abstracts can be analyzed automatically to provide a set of research topics within a literature corpus. The CLR software can be used to support three use cases: (1) analysis of the literature for a research area, (2) analysis and ranking of journals, and (3) analysis and ranking of individual scholars and research teams. The working of the CLR software is illustrated through application to the technology acceptance model (TAM) using a set of 3,386 articles. The CLR is an open source offering, developed in the statistical programming language R, and made freely available to researchers to use and develop further.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijinfomgt.2016.07.007 2405685:M67A9BHN 2486141:B5ZK9CQN 2486141:VU33ACA5
Keywords: Citation analysis; Co-authorship analysis; Computational literature review; Journal ranking; Lda; Literature review; Social network analysis; Technology acceptance model; Topic models

Unlocking the potential of knowledge and technology for all - LaFleur, Marcelo; Iversen, Kenneth; Jensen, Lars (OECD, 2016)
shortDOI: 10/ghgnfr KerkoCite.ItemAlsoKnownAs: 10/ghgnfr 2405685:9IUSUFZB 2405685:J3YHKKFM

Tusome Early Grade Reading Activity - RTI International (RTI, 2016)
Across Kenya, literacy rates in primary schools are significantly lower than expected despite increased access and enrollment. The Kenyan education system is seeking to improve learning outcomes by instilling better instructional practices, expanding resources for teacher training, and developing learning materials that support multilingual literacy. Kenya’s approach to the challenge of raising literacy and learning outcomes is unique in its ambitious goals and well-researched methods for achieving its goal at a national scale.
Library Catalog: www.rti.org KerkoCite.ItemAlsoKnownAs: 2339240:XNM3FD3A 2405685:GEG6RSZ3 2405685:NNFW4F3L GEG6RSZ3

Tusome Early Grade Reading Activity - RTI International (RTI, 2016)
Across Kenya, literacy rates in primary schools are significantly lower than expected despite increased access and enrollment. The Kenyan education system is seeking to improve learning outcomes by instilling better instructional practices, expanding resources for teacher training, and developing learning materials that support multilingual literacy. Kenya’s approach to the challenge of raising literacy and learning outcomes is unique in its ambitious goals and well-researched methods for achieving its goal at a national scale.
Library Catalog: www.rti.org EdTechHub.ItemAlsoKnownAs: 2405685:TQJGJK6H

Developing a Proof-of-Concept Selection Test for Entry into Primary Teacher Education Programs - Klassen, Robert; Durksen, Tracy L.; Kim, Lisa; Patterson, Fiona; Rowett, Emma; Warwick, Jane; Warwick, Paul; Wolpert, Mary (International Journal of Assessment Tools in Education, 2016)
The purpose of this article is to report on the development of a proof-ofconcept situational judgment test (SJT) to assist in the selection of candidates for primary teacher education (ITE) programs. Nine development steps involving practising teachers, teacher educators, and applicants to ITE programs were carried out to establish target attributes and to develop content for the test. The results from administering the test to 124 primary ITE candidates showed a near-normal distribution, high levels of reliability, and significant positive correlations with a range of concurrently administered interview scores. We conclude with a description of the necessary next steps needed to implement evidencesupported teacher education selection processes in a range of international settings.
shortDOI: 10/ghgn46 KerkoCite.ItemAlsoKnownAs: 10/ghgn46 2405685:TZKLB6LA

Disrupting Education? Experimental Evidence on Technology-Aided Instruction in India - Muralidharan, Karthik; Singh, Abhijeet; Ganimian, Alejandro J. (National Bureau of Economic Research, 2016)
Founded in 1920, the NBER is a private, non-profit, non-partisan organization dedicated to conducting economic research and to disseminating research findings among academics, public policy makers, and business professionals.
zotzenLib.CopiedFrom: 2339240:N6T9L9LX KerkoCite.ItemAlsoKnownAs: 10.3386/w22923 2339240:N6T9L9LX 2405685:ICNUA6RQ

EdTech East Africa (Edtech Meetup, 2017)
Library Catalog: edtecheastafrica.com EdTechHub.ItemAlsoKnownAs: 2405685:GN64Y5CP

Ghana Reads (Open Learning Exchange Ghana, 2017)
Library Catalog: www.oleghana.org KerkoCite.ItemAlsoKnownAs: 2405685:6EWCFC47

International Telecommunications Union (2017)
KerkoCite.ItemAlsoKnownAs: 2405685:49IVAHYE

Kenya Broadcasting Corporation (2017)
KerkoCite.ItemAlsoKnownAs: 2405685:RYQDKX8X

National Information Technology Agency (2017)
Library Catalog: nita.gov.gh KerkoCite.ItemAlsoKnownAs: 2405685:DCWIJT8N

Zanzibar Education Development Plan II 2017/2018-2021/2022 (Ministry of Education and Vocational Training, 2017)
KerkoCite.ItemAlsoKnownAs: 2339240:2QX2QEM4 2405685:FCPBNQFS

Data for learning: Building a smart education data system - Abdul-Hamid, Husein (World Bank, 2017)
KerkoCite.ItemAlsoKnownAs: 2339240:7H5MJ922 2339240:Q76HYYDX 2405685:K9XZYD5C 2405685:L35JT7CP
Keywords: ___working_potential_duplicate; ⛔ No DOI found

From compliance to learning: A System for harnessing the power of data in the State of Maryland - Abdul-Hamid, Husein; Mintz, Sarah; Saraogi, Namrata (World Bank, 2017)
KerkoCite.ItemAlsoKnownAs: 2339240:K6ENR73F 2405685:SNR9WIYQ
Keywords: ⛔ No DOI found

Promoting children's learning and development in conflict-affected countries: Testing change process in the Democratic Republic of the Congo - Aber, J. Lawrence; Tubbs, Carly; Torrente, Catalina; Halpin, Peter F.; Johnston, Brian; Starkey, Leighann; Shivshanker, Anjuli; Annan, Jeannie; Seidman, Edward; Wolf, Sharon (Development and Psychopathology, 2017)
Improving children's learning and development in conflict-affected countries is critically important for breaking the intergenerational transmission of violence and poverty. Yet there is currently a stunning lack of rigorous evidence as to whether and how programs to improve learning and development in conflict-affected countries actually work to bolster children's academic learning and socioemotional development. This study tests a theory of change derived from the fields of developmental psychopathology and social ecology about how a school-based universal socioemotional learning program, the International Rescue Committee's Learning to Read in a Healing Classroom (LRHC), impacts children's learning and development. The study was implemented in three conflict-affected provinces of the Democratic Republic of the Congo and employed a cluster-randomized waitlist control design to estimate impact. Using multilevel structural equation modeling techniques, we found support for the central pathways in the LRHC theory of change. Specifically, we found that LRHC differentially impacted dimensions of the quality of the school and classroom environment at the end of the first year of the intervention, and that in turn these dimensions of quality were differentially associated with child academic and socioemotional outcomes. Future implications and directions are discussed.
Number: 1 KerkoCite.ItemAlsoKnownAs: 10.1017/s0954579416001139 10/gf86mp 2339240:4FUAN56W 2339240:5P755MDC 2405685:VZHC337C

Involvement of School Management Committees in School-Based Management: Experiences from Two Districts of Ghana. - Abreh, Might K. (Educational Planning, 2017)
Publisher: ERIC KerkoCite.ItemAlsoKnownAs: 2339240:B2J5K7PZ 2405685:4U4JCYGE
Keywords: ⛔ No DOI found

Innovative strategies for accelerated human resource development in South Asia: Information and communication technology for education - Special focus on Bangladesh, Nepal, and Sri Lanka - ADB (Asian Development Bank, 2017)
KerkoCite.ItemAlsoKnownAs: 2339240:XPQH26KA 2405685:ZT5HV4GA

IMF Working Papers Volume 2017 Issue 203: Medium-Term Budget Frameworks in Sub-Saharan African Countries (2017) - Allen, Richard I.; Chaponda, Taz; Ray, Rohini; Fisher, Lesley (2017)
"Volume 2017 (2017): Issue 203 (Sep 2017): Medium-Term Budget Frameworks in Sub-Saharan African Countries" published on 11 Sep 2017 by International Monetary Fund.
ISBN: 9781484314203 KerkoCite.ItemAlsoKnownAs: 2339240:YNSWAY68 2405685:NRU4WB5W 4656463:9FAITKB3

Use of Tablet Computers to Improve Access to Education in a Remote Location - Ally, Mohamed; Balaji, V; Abdelbaki, Anwar; Cheng, Ricky (Journal of Learning for Development, 2017)
A research project was carried out in using mobile learning to increase access to education. This project is contributing to the achievement of Goal 4 of the Sustainable Development Goals (SDGs), which is to “Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all”. The mobile learning project involved the use of mobile technology to deliver learning materials to students to provide flexibility of access. Students used tablet computers to access electronic learning materials from the Aptus local server without having to connect to the Internet. The Aptus system is portable and was designed by the Commonwealth of Learning to allow learners to connect to digital learning platforms and access course materials without the need for Internet access. The project was implemented in a school in Pakistan. A total of 74 Grade 8, 9, and 10 students were involved in this project. The research revealed a positive impact on students and on learning as a result of their participation in the mobile learning project: students were better able to use the mobile technology for learning. Both students and parents also indicated that the project increased the students’ knowledge on the use of tablets for learning. Parents indicated that the mobile learning project increased their childrens’ interest in studying. Teachers also acknowledged that the students were taking more interest in classroom learning and concentrated on their tablets during study. Students were tested before and after they were supplied with content on their tablets. The post-test scores were significantly higher than the pre-test scores, indicating the use of the tablets for learning improved students’ performance.
KerkoCite.ItemAlsoKnownAs: 2339240:F46FPXLT 2405685:VYG2M3TM
Keywords: ⛔ No DOI found

Big data, big insights? Advancing service innovation and design with machine learning - Antons, D; Breidbach, CF (Journal of Service Research, 2017)
KerkoCite.ItemAlsoKnownAs: 10.1177/1094670517738373 2405685:DD4VLI9U 2486141:8S9LUG53
Keywords: _Added-ailr-2024

Design-based online teacher professional development to introduce integration of STEM in Pakistan - Anwar, Tasneem (University of Minnesota, 2017)
In today's global society where innovations spread rapidly, the escalating focus on science, technology, engineering and mathematics (STEM) has quickly intensified in the United States, East Asia and much of Western Europe. Our ever-changing, increasingly global society faces many multidisciplinary problems, and many of the solutions require the integration of multiple science, technology, engineering, and mathematics (STEM) concepts. Thus, there is a critical need to explore the integration of STEM subjects in international education contexts. This dissertation study examined the exploration of integration of STEM in the unique context of Pakistan. This study used three-phase design-based methodological framework derived from McKenney and Reeves (2012) to explore the development of a STEM focused online teacher professional development (oTPD-STEM) and to identify the design features that facilitate teacher learning. The oTPD-STEM program was designed to facilitate eight Pakistani elementary school teachers' exploration of the new idea of STEM integration through both practical and theoretical considerations. This design-based study employed inductive analysis (Strauss and Corbin, 1998) to analyze multiple data sources of interviews, STEM perception responses, reflective learning team conversations, pre-post surveys and artifacts produced in oTPD-STEM. Findings of this study are presented as: (1) design-based decisions for oTPD-STEM, and (2) evolution in understanding of STEM by sharing participant teachers' STEM model for Pakistani context. This study advocates for the potential of school-wide oTPD for interdisciplinary collaboration through support for learner-centered practices. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ISBN: 9781369679038 Pages: 284 Publication Title: ProQuest LLC KerkoCite.ItemAlsoKnownAs: 2339240:9I4QVZDI 2339240:DBDFJKBJ 2339240:X7AAWQUH 2405685:4364Q9YV 2405685:FR3HXWGG 2405685:MRNCUA28 2405685:XZPKBXP2 2534378:CGYHJZSS 2534378:DN6N2JCI 2534378:JGZHHY6I 2534378:PULZXS5Y 2534378:VMIH94FH
Keywords: 0530:Teacher education; 0714:Science education; Attitude Measures; Community of practice; Design; Design-based research; ERIC; Resources in Education (RIE); Education; Educational Technology; Elementary Education; Elementary School Teachers; Faculty Development; Foreign Countries; Interdisciplinary Approach; Interviews; Models; Online Courses; Online teacher professional development; Pakistan; Reflective practices; STEM Education; Science education; Stem integration; Student Centered Learning; Teacher Attitudes; Teacher education; Technology Uses in Education; __:import:01; __:match:final; __:matched; __:study_id:2096054; __finaldtb

Innovative Strategies for Accelerated Human Resources Development in South Asia:: Information and Communication Technology for Education—Special Focus on Bangladesh, Nepal, and Sri Lanka - Asian Development Bank (Asian Development Bank, 2017)
Edition: 0 ISBN: 9789292610333 9789292610326 shortDOI: 10/ghgnfh KerkoCite.ItemAlsoKnownAs: 10.22617/TCS179080 10/ghgnfh 2339240:DC9GXZHD 2339240:H8XPPDHF 2405685:9CV4C8ZT 2405685:CIIMK9AK
Keywords: Systems Framework

Moving teachers to Malawi's remote communities: A data-driven approach to teacher deployment - Asim, Salman; Chimombo, Joseph; Chugnov, Dmitry; Gera, Ravinder (World Bank, 2017)
KerkoCite.ItemAlsoKnownAs: 2339240:27XHDSI8 2339240:TQFW4ACB 2405685:CLQLKA7M 2405685:K4RZX8TC

Le numérique peut-il réinventer l’éducation de base en Afrique ? - Aubert, Amélie; Loiret, Pierre-Jean; d’Aiglepierre, Rohen; Lequentre, Erwan; Pedro, Francesc (The Conversation, 2017)
Les technologies de l’information et de la communication en éducation (TICE) offrent de nouvelles possibilités pour améliorer l’éducation de base en Afrique.
Library Catalog: theconversation.com EdTechHub.ItemAlsoKnownAs: 2405685:VSWST6J7

Data Availability and Use - Australian Government Productivity Commission (2017)
KerkoCite.ItemAlsoKnownAs: 2339240:K27TZBX7 2405685:YIPJ56YY

“Thinking Outside the Camp”: Education Solutions for Syrian Refugees in Jordan - Baeyer, Sarah Lebaron Von (Ethnographic Praxis in Industry Conference Proceedings, 2017)
This paper presents a case study of a project on education solutions for Syrian refugees in Jordan conducted between 2015–2017. First, it describes how ReD's methodological approach provided a unique perspective to studies on refugees. By immersing a team in the day-to-day lives and settings that most Syrian refugees experience in Jordan—i.e., outside of camps and in people's actual homes—ReD led its client to “think outside the camp,” something that relief agencies and companies often fail to do due to the refugee camp model of humanitarian assistance that, ever since WWII, has dominated the approach to refugees. Second, as a result of its unique methodological approach, ReD uncovered important findings about social networks and technology use and access in Syrian refugees’ homes and communities that ultimately shaped the client's perspective on solution development. For example, ReD's team of ethnographers found that nearly all out-of-camp Syrian households had at least one Smartphone in their possession, if not two or more, and that digital devices served as important tools of communication and community-building among people displaced by conflict. Consequently, ReD advised its client to tap into these pre-existing social networks and mobile technologies in order to develop an education solution that best fit refugees’ “real-life” practices. Ultimately, both ReD's methods and its findings led to a significant impact in how the client strategized on and developed their education solution, and can serve as a broader model for how to approach building services and/or products for displaced populations with access to basic mobile technologies. “The Jordanian educational/policy response to refugees is broken and will not easily be fixed or tinkered with. Solutions must work around this system.” (Education expert and activist working with vulnerable youth and school dropouts in Jordan)
_eprint: https://anthrosource.onlinelibrary.wiley.com/doi/pdf/10.1111/1559-8918.2017.01163 shortDOI: 10/ggtdgp KerkoCite.ItemAlsoKnownAs: 10.1111/1559-8918.2017.01163 10/ggtdgp 2339240:PSJ2UYDF 2405685:PHYHJPGI
Keywords: Google Scholar/ refugee education technology; RER theme_durable solutions

From proof of concept to scalable policies: Challenges and solutions, with an application - Banerjee, Abhijit; Banerji, Rukmini; Berry, James; Duflo, Esther; Kannan, Harini; Mukerji, Shobhini; Shotland, Marc; Walton, Michael (Journal of Economic Perspectives, 2017)
zotzenLib.CopiedFrom: 2339240:8EQYM6DE KerkoCite.ItemAlsoKnownAs: 10.1257/jep.31.4.73 2339240:8EQYM6DE 2405685:QMPVWQMF

Making innovation work for girls and women in Tanzania, Tanzania: HDIF, 2017 - Bangser, Maggie; Davies, Emma; Lähde, Kristiina; McGinty, David (HDIF Tanzania, 2017)
KerkoCite.ItemAlsoKnownAs: 2339240:ZALEY47R 2405685:T32KPMWC

Pakistan National Human Development Report: Unleashing the Potential of a Young Pakistan - Bari, Faisal; Najam, Adil (UNDP, 2017)
KerkoCite.ItemAlsoKnownAs: 2339240:5GXLJ7XT 2405685:T34JH5FN

Techno-integration of Latin America: institutions, exponential trade, and equality in the era of algorithms - Basco, Ana Ines (2017)
KerkoCite.ItemAlsoKnownAs: 2339240:J9ZR2BWL 2405685:J6XNQ8WQ

Compás Millennial: La generación Y en la era de la integración 4.0 - Basco, Ana Inés; Carballo, Marita; Pernas, Mariana; Alzualde, Paula; Codoni, Soledad; Conte Grand, Ramiro; Wulff, Alejandra; Basco, Ana Inés; Carballo, Marita (Inter-American Development Bank, 2017)
KerkoCite.ItemAlsoKnownAs: 10.18235/0000726 2339240:3AM622JQ 2405685:L25Q4V8W

The Generalizability Puzzle - Bates, Mary Ann; Glennerster, Rachel (2017)
KerkoCite.ItemAlsoKnownAs: 2339240:JV55SGNA 2405685:L3HLWW54

The Generalizability Puzzle (SSIR) - Bates, Mary Ann; Glennerster, Rachel (Stanford Social Innovation Review, 2017)
Rigorous impact evaluations tell us a lot about the world, not just the particular contexts in which they are conducted. Open access to this article is made possible by MIT.
KerkoCite.ItemAlsoKnownAs: 2339240:WU46XGSX 2405685:7FV674NZ

The Misallocation of Pay and Productivity in the Public Sector: Evidence from the Labor Market for Teachers - Bau, Natalie; Das, Jishnu (World Bank, 2017)
KerkoCite.ItemAlsoKnownAs: 2405685:FV9UENIM

Household Income and Expenditure Survey 2016-2017 - BBS (Bangladesh Bureau of Statistics, 2017)
KerkoCite.ItemAlsoKnownAs: 2339240:5FKNQZYC 2405685:T7SBCC5A

Exploring the use of the ICT in supporting dyslexic students’ preferred learning styles : A preliminary evaluation - Benmarrakchi, FatimaEzzahra; El Kafi, Jamal; Elhore, Ali; Haie, Sara (Education and Information Technologies, 2017)
Dyslexia is one of the most common learning disabilities. It is described as a disorder manifested by difficulty in learning to read despite conventional instruction, adequate intelligence, and sociocultural opportunity. It affects relatively about 7–10 % of the population across most languages and cultures. In this study, we explore the potential benefits offered by the use of Information and Communication Technology (ICT) to support dyslexic students by considering their preferred learning styles. In the current paper we administered the VAK and Honey & Mumford questionnaires to 28 Arabic students with ages between 8 and 10 years old. 8 students from dyslexic group and 20 students from control group were selected to assess and compare their preferred learning style. The implemented system focuses on dyslexia in Arabic language, especially in Arabic countries such as Morocco. Based on the results of the analysis of learning styles differences, we introduced an adaptive mobile learning to support and promote learning for dyslexic students. The aim of the study is to consider the relationship between dyslexia and learning style and to suggest a different learning way. Preliminary results show that the ICT has a valuable role in providing opportunities for learners with dyslexia to participate more fully in education.
KerkoCite.ItemAlsoKnownAs: 10.1007/s10639-016-9551-4 2339240:JB36NYMR 2405685:K785EP3C

Case Study Report: RET International Kenya - Boisvert, Kayla (University of Massachusetts Amherst, 2017)
KerkoCite.ItemAlsoKnownAs: 2339240:ZPJGD9MB 2405685:SACV4G7Q

Learning gains in Liberia - Bridge International (Bridge International Academies, 2017)
Bridge manages 68 of the 200 ‘Liberian Education Advancement Program’ (LEAP) schools in partnership with the Liberian government. Discover our impact.
Library Catalog: www.bridgeinternationalacademies.com KerkoCite.ItemAlsoKnownAs: 2405685:YKT56VQU

A Survey of ICT Capacity in Ghana's Public Colleges of Education - Cambridge Education (2017)
EdTechHub.ItemAlsoKnownAs: 2405685:BY4LX4FZ

International Computer Drivers License (ICDL) - CECS (Community Education Computer Society, 2017)
EdTechHub.ItemAlsoKnownAs: 2405685:E78FLVCW

Learner engagement strategies in online class environment - Chakraborty, Misha (Texas A&M University, 2017)
KerkoCite.ItemAlsoKnownAs: 2339240:Y3ZPJ4WL 2405685:M3RWSCLI

Fake degrees: the secret industry damaging so many employers - Clarke, Jon (2017)
KerkoCite.ItemAlsoKnownAs: 2339240:PSWW5GB3 2405685:FBXMTUJZ

Reaching the Unreached through Open and Distance Learning (ODL) in Bangladesh, India and Pakistan: Final Report - Commonwealth of Learning (Commonwealth of Learning, 2017)
KerkoCite.ItemAlsoKnownAs: 2339240:L7RZVSRD 2405685:PXY96GW4

It takes a village to raise a teacher: the Learning Assistant programme in Sierra Leone - Crisp, Martin; Wolfenden, Freda (2017)
KerkoCite.ItemAlsoKnownAs: 2405685:I76Z2SKV

ISTE Standards for Educators - Crompton, Helen (International Society for Technology in Education, 2017)
KerkoCite.ItemAlsoKnownAs: 2405685:6UYYM57G 2405685:UAK8E9CE
Keywords: ___working_potential_duplicate

Empowered educators: how high-performing systems shape teaching quality around the world - Darling-Hammond, Linda (Jossey-Bass, 2017)
KerkoCite.ItemAlsoKnownAs: 2339240:NPLPX7IV 2405685:VS6WIN6M
Keywords: Case studies; Education and state; Teachers; Training of

Effective teacher professional development - Darling-Hammond, Linda; Hyler, Maria E.; Gardner, Madelyn (Learning Policy Institute, 2017)
KerkoCite.ItemAlsoKnownAs: 2339240:U3TNTQVM 2405685:CHPTP257

Teaching with the Test: Experimental Evidence on Diagnostic Feedback and Capacity Building for Public Schools in Argentina - de Hoyos, Rafael; Ganimian, Alejandro J; Holland, Peter A (World Bank, 2017)
KerkoCite.ItemAlsoKnownAs: 2339240:N4444M8W 2405685:ARGESB4X

Nimble RCTs - A Powerful Methodology in the Program Design Toolbox - Dean Karlan (2017)
KerkoCite.ItemAlsoKnownAs: 2405685:XJNAYYQG XJNAYYQG

Certificates in the blockchain - Det Norske Veritas (2017)
KerkoCite.ItemAlsoKnownAs: 2339240:29TXBDVE 2405685:TRGSP8JF

Parental involvement as an important factor for successful education - Đurišić, Maša; Bunijevac, Mila (Center for Educational Policy Studies Journal, 2017)
To comply with the system of integrated support for their students, schools need to build partnership with parents and develop mutual responsibility for children's success in the educational system. In this way, parental involvement are increased, parents' effort to support schools are encouraged, and they are directly making a positive impact to a successful educational system. Considering the importance of parents' participation and involvement in school activities, in this paper, we will analyse the positive effects of parental involvement, summarize leading principles for the successful partnership of parents and school and present six factors (Parenting, Communicating, Volunteering, Learning at home, Decision-making and Collaborating with the community) and six models (Protective Model, Expert Model, Transmission Model, Curriculum-Enrichment Model, Consumer Model and Partnership Model) of parental involvement. In addition, we will draw conclusions and make recommendations that are important for planning programs that are focused on the improvement of parent involvement.
KerkoCite.ItemAlsoKnownAs: 2339240:9IY7D2UD 2405685:5JN4MSQZ
Keywords: ⛔ No DOI found

Centre for National Distance Learning and Open Schooling (CENDLOS) - Editor (COMOSAConnect, 2017)
Centre for National Distance Learning and Open Schooling (CENDLOS) Contact: Joshua C. Mallet, Director Address: C27 Onyasia Crescent, Roman Ridge, PO Box 1627, Castle Osu, Accra, Ghana Phone: 233 3…
Library Catalog: comosaconnect.org EdTechHub.ItemAlsoKnownAs: 2405685:446NUNEW